BURNOUT SYMPTOMS



Burnout Symptoms Experienced By Special Education Teachers And Its Effect On Teacher Performance

Table of Contents

CHAPTER 1: Introduction4

The Problem4

Rationale for the Study7

Background of the Problem7

Purpose of the Study9

Research Question10

CHAPTER 2: Review of the Literature12

Introduction12

CHAPTER 3: Methodology18

Introduction and overview of Data Collection Approach18

Qualitative Research Methodology19

Selection of Subjects21

Instrumentation23

Procedures23

Analysis24

References26

APPENDIXES39

Appendix A39

Appendix B41

CHAPTER 1: Introduction

The Problem

Since last two decades, investigators have shown interest in the difficulty of educator burnout. There has been comprehensive aim on exceptional learning elementary school educators and their rate of burnout and attrition. The National Education Association (NEA) dedicated its annual conference in 1979 to this topic, and as early as 1981, Faber and Miller described in Teacher College Record that “teacher burnout has currently come to grave, if not urgent position proportions” (1981, p. 235).  There is today a urgent position in public school schemes nationwide due to appalling rates of exceptional learning educator burnout described in diverse studies. Teacher shortages in general have initiated school schemes to reply with alternate certification programs to rapidly load up the vacancies, often short-circuiting key teaching components. The No Child Left Behind Act (NCLB) of 2001 demands that all scholars, encompassing scholars with disabilities, know-how value educating and discovering knowledge and make set annual advancement in reading and mathematics. The tension and educator burnout associated to this mandate have been described in many investigations (Hanson, 2006).

Teacher burnout determinants absenteeism and an incompetence to illustrate high grades of presentation consistently in the classroom. Van der Linde (2000) states: “The human, emotional features of the educator are the very heart of teaching” (p. 47). The affective, emotional features of the educator are paramount to achievement in the classroom. Where educators are describing critical grades of burnout, productive educating and discovering knowledge are not taking place. Hughes writes: “The outlook of burnout educators residual in the school room comprises a grave risk to the whole informative method (2001, p. 44).

Teacher burnout is assisting to the nationwide urgent position of reduced scholar accomplishment that primarily sparked the No Child Left Behind Act (NCLB) and is the origin of the goals of this proceed to be challenged. Lack of trained exceptional learning educators in the nation's classrooms—where they are required greatly—is broadening the problem. Ongoing investigations of exceptional learning educator burnout are focusing on the significance of speaking to these matters to complete the goals of the NCLB mandates. According to Granziano, “Nearly half of all educators depart the job inside five years. About 10% of new educator charters depart at the end of their first year and 45% depart after their fifth year” (2005, p. 121).  Special learning educator attrition rates are skyrocketing contrasted to normal school room educator attrition. Greater comprehending of the components that assist to exceptional learning educator burnout could advance the keeping rates of these educators, thereby substantially assisting to the nationwide aim of departing “no progeny behind” academically.

Special learning is a constituent of all public learning programs and a nationwide learning obligation of all ...