scholarly journals Charismatic Leadership and Special Education Teachers’ Empowerment

2021 ◽  
Vol 9 (3) ◽  
pp. 89
Author(s):  
Paraskevi Loukeri ◽  
Agathi Stathopoulou ◽  
Yolanda Salapata ◽  
Athanasios Drigas
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Charismatic Leadership ◽  
Determine Factor ◽  
Job Burnout ◽  
Working Environment ◽  
Burnout Syndrome ◽  
Strongly Correlated ◽  
Key Points ◽  
Successful Leadership

<p>In general, leadership is strongly correlated with the empowerment of the followers’ personal vision as well as with the effectiveness of their work. On the top of that, the admiration derived of a group of people towards a leader, is a determine factor to characterize the leader as “charismatic – emotionally intelligent”. Consequently, final target along with the adopted strategies are the key points for successful leadership. This is how a high-leveled Job Satisfaction environment for the employees, can be secured, protecting them against Job Burnout syndrome. In Special Education, the consequences of Job Burnout seem to be profoundly serious concerning not only the teacher him/herself but also his/her work efficiency. It has been found that teachers, who face the Job Burnout are usually physically and mentally tired, depressed, and continually anxious, keeping themselves isolated and not easily accessible. This research aims to investigate the correlation between the school leader’s emotionally intelligence and the existence of supportive working environment, where the teacher is motivated, inspired and protected by the danger of Job Burnout.</p>

Features of mental health and burnout syndrome in special education teachers of specialized educational institutions of school and primary vocational education

2021 ◽  
pp. 71-79
Author(s):  
Vadim Germanovich Suvorov ◽  
Tatyana Olegovna Belova ◽  
Kira Osipovna Suvorova
Keyword(s):  
Mental Health ◽  
Special Education ◽  
Vocational Education ◽  
Special Education Teachers ◽  
Psychological Disorders ◽  
Burnout Syndrome ◽  
Educational Institutions ◽  
Early Formation ◽  
Psychological Features ◽  
Emotional Burnout

The article presents the results of a study of the psychological features of emotional burnout in 55 teachers— oligophrenic pedagogues. It was found that in this category of the surveyed, in comparison with teachers of mass educational institutions, there is a more frequent and early formation of burnout syndrome with a predominance of phases of stress and exhaustion, leading to pronounced psychological disorders.

scholarly journals Self-confidence as an intermediary variable between psychological empowerment and job burnout among special education teachers in Gaza governorates

2021 ◽  
Vol 3 (1) ◽  
pp. 1-19
Author(s):  
Najah Awad El-Smairy
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Psychological Empowerment ◽  
Negative Relationship ◽  
Job Burnout ◽  
Self Confidence ◽  
Proposed Model ◽  
Relationship Of ◽  
The Relationship ◽  
Mediator Variable

The present study aimed to establish a theoretical model for the causal relationship between the three variables of study: self-confidence, psychological empowerment and job burnout; and then verify the validity of the proposed model by examining the direct and indirect impact of self-confidence on both psychological empowerment and job burnout; and determine the nature of the course of their relationship; and to see if self-confidence is mediator variable in the relationship of psychological empowerment and job burnout. The study sample consisted of (140) teachers from special needs teachers and used the following questionnaires: self-confidence, psychological empowerment and job burnout that prepared by the researcher. Results of the study indicate that there is a positive relationship between self-confidence and psychological empowerment, and a negative relation between self-confidence and job burnout, and a negative relationship between psychological empowerment and job burnout. Results of the regression analysis showed that self-confidence and psychological empowerment contribute to the prediction of job burnout, and the results of the study showed that self-confidence plays the role of the partial mediator variable in the relationship between psychological empowerment and job burnout among teachers of special education in Gaza governorates.

scholarly journals The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research

2019 ◽  
Author(s):  
Mehmet Küçükgöz ◽  
Gokmen Dagli ◽  
Fahriye Altınay Aksay ◽  
Yusuf Budak
Keyword(s):  
Special Education ◽  
Action Research ◽  
Research Design ◽  
Special Education Teachers ◽  
Working Group ◽  
School Principals ◽  
Job Burnout ◽  
Paternalistic Leadership ◽  
The Relationship ◽  
State Schools

<p><b>The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research</b></p><pre>The aim of this study is to identify the extent of relationship between teachers’ evaluations concerning school principals’ paternalistic leadership level and teachers’ job burnout level and also to identify the underlying reasons and sources for this relationship. 192 school principals and 192 teachers, who work in state schools incorporating special education classes in two counties of a city of Turkey, have joined in quantitative dimension of this study carried through the action research paradigm and a research design like convergent parallel design. T-test, anova and inductive content analyses have been carried through collected data by favor of two likert scale for quantitative dimension and a semi-structured questions set for qualitative dimension. As a result of analyses, it is revealed that the more administrators’ paternalistic leadership level increases the less teachers’ job burnout level decreases reasonably and qualitative findings are explicit confirmations of quantitative findings. </pre><pre>This study has been carried out by a research design like the mixed method consisting of quantitative and qualitative data collection along with analysis processes. The working group of this study is totally consisted of 217 participants of whom are 25 school principals’ s </pre><pre>and 192 special education teachers, who work in state schools under the Ministry of National Education (MEB) incorporating special education classes in two counties of a city of Turkey. Whereas the research’s quantitative size constitutes all the special education teachers in the working group, its qualitative size constitutes 25 special education teachers and 25 school principals. Because of the fact that there are 12 counties in the city the research made and consequently the process of selecting just two counties in quantitative size has been made by simple random sampling method.</pre>

Burnout syndrome in the professionals employed in special education schools

2019 ◽  
Vol 12 (3) ◽  
pp. 44-52 ◽  
Author(s):  
Niki Panagouli ◽  
Evangelia Meimeti ◽  
Petros Galanis ◽  
Maria Tsiachri ◽  
Pagona Koutsogianni ◽  
...  
Keyword(s):  
Special Education ◽  
Work Experience ◽  
Cross Sectional Study ◽  
Working Environment ◽  
Burnout Syndrome ◽  
Professional Burnout ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Education School ◽  
Special Education School

Introduction: The working environment in special education school units may lead to personnel burnout syndrome for the various professionals working in such field. Objective: To investigate the extent of burnout syndrome among special education school units’ personnel and the factors affecting its manifestation. Methodology: A cross-sectional study was conducted, with a convenience sample of 346 people, working at special education school units. The Copenhagen Burnout Inventory was used for data collection. Results: Cronbach’s alpha internal consistency value was 0.85 regarding personal burnout, 0.73 regarding professional burnout, and 0.83 regarding burnout related to students. As for the participants, 45% were teachers, 23.7% school nurses, 12.9% speech therapists and 18.4% other professionals. The average on all three subscales of the inventory was <50, which shows a low level of burnout. According to the results of the multivariate linear regression, permanent (coefficient b=8.0, 95% CI=3.2-12.9, p=0.001) and contract staff (coefficient b=15.4, 95% CI=8.4-22.4, p<0.001) presented higher levels of personal burnout, in comparison to substitute personnel. Permanent staff (coefficient b=8.9, 95% CI=3.9-13.9, p=0.001) and contract staff (coefficient b=10.0, 95% CI 95=2.9-17.2, p=0.006) presented higher levels of professional burnout, in comparison to substitute staff. Finally, the higher the work experience in the specialty, the higher the level of burnout related to students (coefficient b=0.4, 95% CI=0.01-0.7, p=0.042). Conclusions: The special education school units’ personnel go presented low levels of burnout. It is proposed that more studies would be conducted in the future, where, apart from the demographic characteristics of the participants, other factors that contribute to personnels’ burnout syndrome would be examined, such as work environment characteristics.

scholarly journals Working in Inclusive or Non-Inclusive Contexts: Relations Between Collaborative Variables and Special Education Teachers’ Burnout

2021 ◽  
Vol 6 ◽  
Author(s):  
Myriam Squillaci ◽  
Verena Hofmann
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Structural Changes ◽  
School Quality ◽  
Maslach Burnout Inventory ◽  
Perceived Health ◽  
Personal Accomplishment ◽  
Burnout Syndrome ◽  
Personal Variables ◽  
Social Organizational

Over the last two decades, the nature of teachers' work has undergone significant structural changes due to political, social, organizational, technological, and philosophical factors. With the development of inclusive policies, the roles and functions of special education teachers (SETs) have evolved over the years. Inclusive work in general classrooms is often seen as a source of stress for SETs as they may have less autonomy at work, and more complex collaboration than their peers working in special classes. This stress can lead to a burnout syndrome, which is characterized by emotional exhaustion, depersonalization and a lack of personal accomplishment. Less is known about the effects of teaching contexts on the SETs’ health. Therefore, this study aimed to compare the perceived health of a sample of SETs in Switzerland (N = 306) working in inclusive contexts (n = 79) with those working in non-inclusive contexts (n = 227). The sample filled out a self-reported questionnaire measuring personal variables, burnout at work with the Maslach Burnout Inventory, and collaborative variables with the School Quality Survey. Research results show three main findings. 1. Differences in perceived health at work are not significant between the two subgroups. 2. The two subsamples are not exhausted or depersonalized, but present a reduced personal achievement. 3. The collaboration-related variables exert different effects on the three burnout dimensions.

scholarly journals The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research

2019 ◽  
Author(s):  
Mehmet Küçükgöz ◽  
Gokmen Dagli ◽  
Fahriye Altınay Aksay ◽  
Yusuf Budak
Keyword(s):  
Special Education ◽  
Action Research ◽  
Research Design ◽  
Special Education Teachers ◽  
Working Group ◽  
School Principals ◽  
Job Burnout ◽  
Paternalistic Leadership ◽  
The Relationship ◽  
State Schools

<p><b>The Relationship Between School Principals’ Paternalistic Leadership and Teachers’ Job Burnout: An Action Research</b></p><pre>The aim of this study is to identify the extent of relationship between teachers’ evaluations concerning school principals’ paternalistic leadership level and teachers’ job burnout level and also to identify the underlying reasons and sources for this relationship. 192 school principals and 192 teachers, who work in state schools incorporating special education classes in two counties of a city of Turkey, have joined in quantitative dimension of this study carried through the action research paradigm and a research design like convergent parallel design. T-test, anova and inductive content analyses have been carried through collected data by favor of two likert scale for quantitative dimension and a semi-structured questions set for qualitative dimension. As a result of analyses, it is revealed that the more administrators’ paternalistic leadership level increases the less teachers’ job burnout level decreases reasonably and qualitative findings are explicit confirmations of quantitative findings. </pre><pre>This study has been carried out by a research design like the mixed method consisting of quantitative and qualitative data collection along with analysis processes. The working group of this study is totally consisted of 217 participants of whom are 25 school principals’ s </pre><pre>and 192 special education teachers, who work in state schools under the Ministry of National Education (MEB) incorporating special education classes in two counties of a city of Turkey. Whereas the research’s quantitative size constitutes all the special education teachers in the working group, its qualitative size constitutes 25 special education teachers and 25 school principals. Because of the fact that there are 12 counties in the city the research made and consequently the process of selecting just two counties in quantitative size has been made by simple random sampling method.</pre>

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