Burnout Prevalence in Special Education Teachers, and the Positive Role of ICTs

Abstract

The aim of this study was to investigate special education teacher`s level of burnout. In particular, it sought to examine the role their personal characteristics play in the occurrence of the syndrome.  A quantitative research design was used to describe the association between the variables The data was collected using the Maslach Burnout Inventory for Education  (M.B.I.-E.S.)  consisted of three dimensions: Emotional exhaustion, Depersonalization, and Personal accomplishment. The sample consisted of 202 Special Education (S.E) teachers who completed the M.B.I.-E.S.  The results of this research showed that: a) the sample experiences burnout and special attention is required for the scale of emotional exhaustion b) age, school settings , specialty, and the total previous service with or without students with special educational needs (S.E.N.) were significantly correlated and  affected burnout dimensions