Burnout syndrome among special education teachers at schools for children with disabilities in the Republic of Serbia: Challenges and risk factors
Burnout syndrome has become remarkably widespread, especially in the helping professions. As such, it constitutes an increasingly common research topic. The present study aimed to assess burnout in special education teachers employed at special education schools in Serbia. Likewise, it soug...
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| Main Authors: | , |
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| Format: | Article |
| Language: | srp |
| Published: |
Institute for Educational Research, Belgrade
2024-01-01
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| Series: | Zbornik Instituta za pedagoška istraživanja |
| Subjects: | |
| Online Access: | https://doiserbia.nb.rs/img/doi/0579-6431/2024/0579-64312402365D.pdf |
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| Summary: | Burnout syndrome has become remarkably widespread, especially in the helping
professions. As such, it constitutes an increasingly common research topic.
The present study aimed to assess burnout in special education teachers
employed at special education schools in Serbia. Likewise, it sought to
analyze differences in burnout levels depending on respondents’
sociodemographic characteristics and identify burnout-related factors and
strategies for overcoming burnout from the perspective of special education
teachers. Professional burnout syndrome was assessed using the Copenhagen
Burnout Inventory (CBI) adapted for use in a special education teacher
sample. The study involved 191 special education teachers (91.1% female)
employed at schools in the Republic of Serbia. The results showed that
special education teachers exhibited a certain level of burnout. In terms of
sociodemographic characteristics, only respondent age and work experience
positively correlated with professional burnout. There were no differences
in burnout levels depending on other sociodemographic characteristics. The
qualitative content analysis showed that burnout-inducing factors included a
lack of support, administrative overload, and working with heterogeneous
student groups. The most common burnout prevention strategies included
physical activity, support from colleagues and family, and maintaining a
good work-life balance. These findings highlight the need to improve working
conditions and introduce support programs to decrease burnout levels among
special education teachers. |
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| ISSN: | 0579-6431 1820-9270 |