Conflict and stress among rural special educators

Abstract

The relationship among role ambiguity and role conflict on the three burnout factors of depersonalization, personal accomplishment and emotional exhaustion were evaluated in this study. These factors were measured using the Maslach Burnout Inventory and a Role Questionnaire. Three hundred and seven rural special educators completed the instruments. Role conflict was found to have a significant predictive value in determining whether the rural teacher scored high in both burnout depersonalization and emotional exhaustion frequency. Role ambiguity had a significant predictive value in influencing in a negative manner the teacher's feelings of personal accomplishment. Specific recommendations to alleviate some of the problems of role ambiguity and role conflict in the rural setting are included.