Special education teachers’ experienced burnout and perceived fit with the professional community

A 5-year follow-up study

T. Soini (Lead / Corresponding author), Janne Pietarinen, Kirsi Pyhalto, K. Haverinen, D. Jindal-Snape (Lead / Corresponding author), E. Kontu

Research output: Contribution to journalArticle

Abstract

In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is at the foci of the school development. The special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk for experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in the pupil-teacher relationship. However, resources of the school’s social working environment experienced as a functional teacher–working environment fit may buffer the special education teacher’s risk for developing burnout. The study aims
to gain a better understanding on interrelation between and development of special education teachers’ experienced burnout symptoms and perceived teacher–working environment fit across time. The longitudinal study included two measurements (in year 2010 n=760 and 2016 n=485). The results showed that special education teachers’ experienced inadequacy in the pupil-teacher relationship predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in the pupil-teacher relationship five years later. Moreover, the perceived good teacher-working environment fit predicted lower cynicism towards the teacher community five years later.
Original languageEnglish
Pages (from-to)622-639
Number of pages18
JournalBritish Educational Research Journal
Volume45
Issue number3
Early online date10 Apr 2019
DOIs
Publication statusPublished - Jun 2019

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burnout
special education
teacher
teacher-pupil relationship
community
pupil
school
school development
Finland
longitudinal study
classroom

Keywords

  • burnout
  • special education teacher
  • teacher–working environment fit

Cite this

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title = "Special education teachers’ experienced burnout and perceived fit with the professional community: A 5-year follow-up study",
abstract = "In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is at the foci of the school development. The special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk for experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in the pupil-teacher relationship. However, resources of the school’s social working environment experienced as a functional teacher–working environment fit may buffer the special education teacher’s risk for developing burnout. The study aimsto gain a better understanding on interrelation between and development of special education teachers’ experienced burnout symptoms and perceived teacher–working environment fit across time. The longitudinal study included two measurements (in year 2010 n=760 and 2016 n=485). The results showed that special education teachers’ experienced inadequacy in the pupil-teacher relationship predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in the pupil-teacher relationship five years later. Moreover, the perceived good teacher-working environment fit predicted lower cynicism towards the teacher community five years later.",
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author = "T. Soini and Janne Pietarinen and Kirsi Pyhalto and K. Haverinen and D. Jindal-Snape and E. Kontu",
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Special education teachers’ experienced burnout and perceived fit with the professional community : A 5-year follow-up study. / Soini, T. (Lead / Corresponding author); Pietarinen, Janne; Pyhalto, Kirsi ; Haverinen, K.; Jindal-Snape, D. (Lead / Corresponding author); Kontu, E.

In: British Educational Research Journal, Vol. 45, No. 3, 06.2019, p. 622-639.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Special education teachers’ experienced burnout and perceived fit with the professional community

T2 - A 5-year follow-up study

AU - Soini, T.

AU - Pietarinen, Janne

AU - Pyhalto, Kirsi

AU - Haverinen, K.

AU - Jindal-Snape, D.

AU - Kontu, E.

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PY - 2019/6

Y1 - 2019/6

N2 - In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is at the foci of the school development. The special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk for experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in the pupil-teacher relationship. However, resources of the school’s social working environment experienced as a functional teacher–working environment fit may buffer the special education teacher’s risk for developing burnout. The study aimsto gain a better understanding on interrelation between and development of special education teachers’ experienced burnout symptoms and perceived teacher–working environment fit across time. The longitudinal study included two measurements (in year 2010 n=760 and 2016 n=485). The results showed that special education teachers’ experienced inadequacy in the pupil-teacher relationship predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in the pupil-teacher relationship five years later. Moreover, the perceived good teacher-working environment fit predicted lower cynicism towards the teacher community five years later.

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