A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement-Reference-Cited by-同舟云学术

A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement

Published:2024-07-31 Issue: Volume: Page:
ISSN:0741-9325
Container-title:Remedial and Special Education
language:en
Short-container-title:Remedial and Special Education

Author:

Ruble Lisa¹^ORCID,Cormier Christopher J.²^ORCID,McGrew John³^ORCID,Dueber David M.⁴

Affiliation:

1. Ball State University, Muncie, IN, USA

2. Loyola Marymount University, Los Angeles, CA, USA

3. Indiana University-Purdue University Indianapolis, IN, USA

4. University of Toledo, Toledo, OH, USA

Abstract

Special education teacher (SET) stress and burnout is a significant problem. A total of 490 special education teachers were surveyed across the United States. The purpose of this study was to (a) assess and compare three measures of burnout/work engagement, the Maslach Burnout Inventory (MBI), the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES) and (b) examine change over the course of a school year that coincided with the COVID-19 pandemic. Significant measurement quality issues were observed for the MBI and OLBI, including questionable convergent validity. Burnout of SETs was found to be highly stable for the MBI and OLBI. Teachers experienced little mean change in burnout over the school year, and perceptions of the effects of COVID and demographic and school variables were generally not predictive of change in burnout for any measure. Implications are discussed.

Funder

National Center for Special Education Research, Institute of Education Sciences

Publisher

SAGE Publications

Link

https://journals.sagepub.com/doi/pdf/10.1177/07419325241265979

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