Supporting Professionals-at-Risk: Evaluating Interventions to Reduce Burnout and Improve Retention of Special Educators

Abstract

This article describes a controlled study of 92 special educators and related service providers that evaluated the effects of two interventions (a series of stress-management workshops and a peer-collaboration program) on factors known to be correlated with actual turnover (burnout, job satisfaction, and organizational commitment). Results indicated that improvements on dependent variables occurred as a function of intervention, thus suggesting that the programs show promise as means of providing on-the-job support for such professionals at risk of burnout or exiting the field. In addition, participants perceived the targeted skills and strategies to be practical, valuable ways to prevent or alleviate job burnout.