THE DIFFERENCES BETWEEN SPECIAL EDUCATION TEACHERS PROFESSIONAL BURNOUT LEVELS FOR 10 AND 25 YEARS WORK EXPERIENCE

2014 ◽  
Author(s):  
Maija Zakrizevska
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Work Experience ◽  
Professional Burnout

scholarly journals Razlike u doživljaju učinkovitosti timskog rada s obzirom na dob i profil stručnjaka u predškolskom odgoju i obrazovanju

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Joško Sindik
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Work Experience ◽  
Team Effectiveness ◽  
Age Group ◽  
Personal Impact ◽  
Significant Factors ◽  
Speech Therapists ◽  
Health Managers

The aim study was to determine whether the different experts in the kindergarten differ, compared to the experience of team efficiency in relation to their profession (teachers opposed to professional associates), with respect to the age group they belong to and their work experience. We examined a sample of 401 participants, average age 42,669,56 years, educators, and professional associates (psychologists, pedagogues, speech therapists, special education teachers, health managers) in the kindergartens of Zagreb, using the Questionnaire experience effectiveness of teamwork in the kindergarten. We have identified one factors of difference in perception of team effectiveness in relation to the profession (teachers opposed to professional associates – differences are significant in all the dimensions), as same as in the experience of team effectiveness with respect to the age group (difference is significant in the dimension personal impact). However, we didn't found significant factors of differences in the experience of team effectiveness for the work experience.

scholarly journals The effect of paternalist leadership style of principals on the professional burnout of special education teachers

2021 ◽  
Vol 14 (33) ◽  
pp. e16089
Author(s):  
Mehmet Küçükgöz
Keyword(s):  
Special Education ◽  
Leadership Style ◽  
Special Education Teachers ◽  
School Principals ◽  
Negative Relationship ◽  
Professional Burnout ◽  
Leadership Perceptions ◽  
Leadership Perception ◽  
Significant Difference ◽  
Qualitative Dimension

This study was applied to determine whether the paternalist leadership of school principals affected the burnout levels of special education teachers. The research was carried out with mixed method. 192 teachers participated in the quantitative dimension and 25 teachers and 25 principals participated in the qualitative dimension. Paternalist Leadership Scale, Maslach Burnout Scale and Semi-Structured Question Set were used. In the research, it was determined that teachers' perception of paternalist leadership is high and their burnout levels are low.  It was determined that variables of gender, age and working year did not make a significant difference on teachers' paternalist leadership perception. However, these variables cause a significant difference on teachers' professional burnout. It was determined that there was a moderately negative relationship between teachers' paternalist leadership perceptions and their burnout. As the paternalist leadership levels of the principals’ increase, the burnout of the teachers decreases. It was revealed in qualitative findings that teachers define their principals just like a paternalist leader using father and boss metaphors, and the benevolent attitudes of the principals reduce teachers' burnout. A supportive result in qualitative findings is this; it was determined that the paternalist leadership style of principals prevented insensitivity from burnout dimensions in teachers.

scholarly journals ARE GREEK SPECIAL EDUCATION TEACHERS IN FAVOUR OF THE INCLUSION OF PUPILS WITH INTELLECTUAL DISABILITY? AN ONLINE SURVEY

2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Christina S. Lappa ◽  
Constantinos N. Mantzikos
Keyword(s):  
Special Education ◽  
Intellectual Disability ◽  
General Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Work Experience ◽  
Positive Attitude ◽  
Online Survey ◽  
General Education Teacher ◽  
Structured Questionnaire

<p>Few studies have been conducted in Greece focusing on the inclusion of pupils with Intellectual Disability (ID) in general classes. The aim of this quantitative study was to explore the attitudes of Special Education Teachers (SETs or SET) towards the inclusion of pupils with ID in general classes. A structured questionnaire was sent out. It consisted of 10 demographic questions and of 6 structured closed-ended questions about the inclusion of this group of pupils in general classes, using a 5-point Likert scale. The study sample consisted of 150 SETs [129 (86%) females and 21 (14%) males]. The questionnaire data were analysed via descriptive and inferential statistics (SPSS version 21). The results of the research showed that the majority of SETs had a positive attitude towards the fact that the special and general education teacher should jointly adapt the classroom according to the needs of the pupil with ID and that inclusive education is appropriate for these pupils. The SETs had a neutral to positive attitude about whether pupils with ID should be educated in general settings with pupils without disabilities and whether they should be removed less frequently from general education settings in order to be given more help with their difficulties. Finally, there were some dependent variables that played a major role in participants' responses, such as education, work experience, work and the structure of employment. In conclusion, SETs point out that they are in favour of the inclusion of pupils with ID. Finally, the results of the study are discussed. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0993/a.php" alt="Hit counter" /></p>

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 Comparing The Adequacy of The Teaching Activities Applied By Special Education Teachers At The Preparatory Stages of Reading And Writing

2019 ◽  
Vol 2 (2) ◽  
pp. 67
Author(s):  
Ahmet KURNAZ ◽  
Süleyman ARSLANTAŞ ◽  
Esra ATALAY
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Work Experience ◽  
Study Data ◽  
Survey Method ◽  
Teaching Reading ◽  
Teaching Activities ◽  
Communication Processes ◽  
Student's Perceptions ◽  
Education Process

Most of the educational activities include the activities regarding reading, writing and speaking abilities. İndividuals learn reading-writing through the verbal and written communication processes of their own culture. The most important thing is to be patient in this most troublesome period of the education process. Teacher must know the most effective method a student could learn easier and must make a choice by considering student’s perceptions. This study aims to investigate the teaching activities which special education teachers apply during teaching reading-writing. It is conducted through survey method, based on quantitative data. 297 special education teachers participated in the study. Data is analyzed through SPSS data analysis program, t-test and ANOVA test. At the end of the study significant differences are found in the reading-writing preparation activities according to their age, work experience and graduation branch. 

Peranan dan Cabaran Guru-Guru Pendidikan Khas Membentuk Kemenjadian Murid-Murid Masalah Pendengaran dalam Abad ke 21

2018 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Siti Muhibah Hj Nor ◽  
Zetty Nurzuliana Rashed
Keyword(s):  
Special Education ◽  
Student Development ◽  
Special Education Teachers ◽  
Personal Development ◽  
Well Being ◽  
Academic Excellence ◽  
Hearing Impairments ◽  
Medical Expert ◽  
National Transformation

This article in a paper concept that discusses the roles and challenges faced by special education teachers in educating and enhancing hearing impaired students quality of life. This is consistent with the aspiration of the National Transformation 2050 (TN50) also focuses on student personal development to the future nation’s progress. In terms of student development, academic excellence in not the only main aims, but students must be educated holisticly to produce Malaysian citizens who are responsible; knowledgeable; have honourable manners, and be able to achieve personal well-being. Therefore, students with hearing impairments require special education system to suit their different necessities. Special education teachers should prepare themselves with various knowledge, expertise and skills to accomplish the national aspiration. In addition, cooperation, collaboration and support from parent, school management, medical expert and community are significantly required. Abstrak Artikel  ini  merupakan kertas konsep  yang akan  membincangkan  mengenai peranan dan cabaran guru-guru Pendidikan Khas  dalam  membentuk  kemenjadian  murid-murid  masalah  pendengaran.  Ia  selaras  dengan  kehendak  Tranformasi Nasional  2050  (TN50)  yang  memberi  fokus  untuk  melahirkan  kemenjadian  murid  sebagai  salah  satu  aspirasi  untuk memacu negara  di  masa  akan  datang.    Dalam  membentuk  kemenjadian  murid,  pencapaian  akademik  yang  cemerlang bukanlah  merupakan  fokus  utama  tetapi  murid  perlu  dididik  secara  holistik  untuk  melahirkan  warga  negara  Malaysia yang  bertanggungjawab,  berpengetahuan,  berakhlak  dan  mampu  mencapai  kesejahteraan  diri.  Dalam  aspek  ini  murid-murid  masalah pendengaran  memerlukan pendidikan  yang sesuai    mengikut tahap kemampuan  mereka.  Justeru guru-guru  Pendidikan  Khas  perlu  mempersiapkan  diri  dengan  pelbagai  pengetahuan,  kepakaran  dan  kemahiran  untuk mencapai  aspirasi  negara.  Selain  itu,  kerjasama,  kolaborasi  dan  sokongan  daripada  ibu  bapa,  pentadbir  sekolah,  pakar perubatan dan masyarakat amat diperlukan.

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