Years of Work Experience, an Important Predictor of Burnout in Special Education.

Authors

  • Senada Duli Ph.D Candidate, Faculty of Social Sciences, University of Tirana, Tirana 1005, Albania

Keywords:

professional burnout, years of experience, special education teacher.

Abstract

Proffessional burnout is a syndrom associated with a group symptoms  such as emotional exhaustion,  depersonalization and personal acomplishements.  The main definition of emotional exhaustion as the main symptom of burnout according to Maslach is the reduced energy level or extreme fatigue. Maslach states that teacher working in special education services perceive low levels of job satisfaction and negative evaluation of job outcomes. Most teachers of special education experience high levels of depression, psychological dysfunction and role conflict.  The aim of this study is to investigate wheather years of work experience, seen as a demographic variable are an important predictor for experiencing emotional exhaustion and depersonalization as the main symptopms of professional burnout. This data were collected in special education schools of Tirana, Shkoder, Durres, Vlora, Korça and Elbasan. A total number of 115 subjects participated in this study. There were found significant correlations among years of experience, emotional exhaustion and depersonalization. Years of experience may be considered as an mediator variable among these three variables. It is an important predictor for emotional, exhaustion and depersonalization. 

References

[1]. Greenglass, E., Schwarzer, R., Jakubiec, D., Fiksembaum, L & Taubert, S.(1999). The Proactive Coping Inventory (PCI): A Multidimensional Research Instrument.(Online), Avaliable: http://userpage.fu-berlin.de/health/poland.htm.
[2]. Lee, S. M., Cho, S. H., Kissinger, D., & Ogle.N.T. (2011). A typology of burnout in professional counselors, Journal of counseling & development, vol. 88, pp.131-138.
[3]. Maslach, Ch. & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, vol.2, pp.99-113.
[4]. Plana, A. B., Fabregat, A. A., & Gassio, J.B. (2003). Burnout syndrome and coping strategies: A structural relations model, Psychology in Spain, vol.7, pp.46-55.
[5]. Schwarzer, R., & Taubert, S. (2002). Tenacious goal pursuits and striving toward personal growth: Proactive coping. In E. Freudenberg (Ed.), Beyond coping: Meeting goals, visions and challenges, pp.19-35.
[6]. Williams, Joy, Dikes, & Catherine. (2015). The Implications of Demographic Variables as Related to Burnout among a Sample of Special Education Teachers, The new England Publishing Company, vol.135, pp.337-345.
[7]. Zarafshan, Hadi, Mohammadi, Reza.A., Ahmadi, Fatemeh, Arsalani, & Akram. (2013). Job Burnout among Iranian Elementary School Teachers of Students with Autism: A Comparative Study, Iranian Journal of Psychiatry, vol.8, pp.20-27.

Downloads

Published

2016-03-15

How to Cite

Duli, S. (2016). Years of Work Experience, an Important Predictor of Burnout in Special Education. American Scientific Research Journal for Engineering, Technology, and Sciences, 17(1), 318–322. Retrieved from https://asrjetsjournal.org/index.php/American_Scientific_Journal/article/view/1440

Issue

Section

Articles