Special Education Teachers Perceptions on Teacher Burnout

Abstract

Within the last decade, teacher burnout in special education has hit an all time high (Edmonson 2001; Nicols & Sosnowsky, 2002; Terry 1997). Educators have faced many changes in policy issues and other stressors that could lead to burnout. This researcher examined the perceptions of K 12 special education teachers from two different northeast Wisconsin school districts regarding their jobs, factors that led to teacher burnout, and the role that lack of administrative support played in teacher burnout. The relevant literature revealed the following three issues: historical background on teacher burnout, common issues that led to burnout, including stress, lack of administrative supports, and case/work loads, and what administrators were doing to help reduce teacher stressors and programs/recommendations to show support to special education teachers. The quantitative research design used a survey instrument to determine if there was a difference in perceptions between administration and teachers on roles that an administrator/principal provided to show support. Most administrators felt that the situations placed in the surveys on administrative support were either important or very important (all being between 90 100% ). Teachers felt that some of the issues were not as important as the administration. The teachers surveyed in this study showed great amounts of emotional burnout. This was seen with more teacher longevity. Teachers and administration came up with several common themes/issues that needed to be addressed to end burnout.