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

Authors

  • Agathi Stathopoulou Member of Laboratory Teaching Staff Department of Public and Community Health University of West Attica Parner of N.C.S.R.’Demokritos’, Institute of Informatics and Telecommunications, Telecoms Lab-Net Media Lab
  • Despina Spinou Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos" , Athens, Greece https://orcid.org/0009-0008-2924-7687
  • Anna-Maria Driga Net Media Lab Mind - Brain R&D ΙΙΤ - N.C.S.R. "Demokritos" , Athens, Greece

DOI:

https://doi.org/10.3991/ijoe.v19i08.38509

Keywords:

burnout, teachers, special educational needs

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  

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Published

2023-06-27

How to Cite

Stathopoulou, A., Spinou, D., & Driga , A.-M. . (2023). Burnout Prevalence in Special Education Teachers, and the Positive Role of ICTs. International Journal of Online and Biomedical Engineering (iJOE), 19(08), pp. 19–37. https://doi.org/10.3991/ijoe.v19i08.38509

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Papers