Dissertation Development

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Running head: DISSERTATION DEVELOPMENT 1 Special Education Teacher Burnout Brittanie Waldrop Grand Canyon University November 19, 2023

DISSERTATION DEVELOPMENT 2 Special Education Teacher Burnout Agyapong, B., Brett-MacLean, P., Burback, L., Vincent Israel, O. A., & Wei, Y. (2023). Interventions to reduce stress and burnout among teachers: A scoping review. International Journal of Environmental Research and Public Health, 20 (9), 5625. https://doi.org/10.3390/ijerph20095625 Agyapong and his team discuss techniques that can be used to benefit educator burnout. While there has been some investigation related to successful mediation, conclusions were incomplete and inconsistent which explains the reason for this study. Researchers were thorough in their selection of relevant articles to include in the study. They explored an array of databases and found almost 10,000 articles within a five-year publication timeframe. While this allotted for the most up-to-date interventions to be spotlighted, older, yet effective, interventions were possibly excluded because of their age. Several researchers sorted through the studies to determine their relevance to this project, which intensified the trustworthiness of the sample populace used. Still, the use of abundant measurement scales made evaluating the intermediaries challenging. Lastly, only articles transcribed in English were considered for the project which disregarded additional options written in other languages. Out of the 10,000 articles assessed, only 40 were utilized to conduct Agyapong’s study. While the worldwide population size was immense, only a small portion resided in America. This means that only a small portion of the population is applicable to America’s edification system. The outcomes of the study recommended several effective interventions for managing educator stress and burnout; however, all of them obligated them make time in their personal lives to take advantage of the coping skill.

DISSERTATION DEVELOPMENT 3 The top three intervention tactics were Mindfulness-Based with added Cognitive Behavior Therapy (CBT) or Yoga, the Inquiry-Based Stress Reduction (IBSR) intervention, and the Rational Emotive Occupational Health Coaching (REOHC). The last method was heavily recognized my special education specifically. Betoret, F., & Artiga, A. (2010). Barriers perceived by teachers at work, coping strategies, self- efficacy, and burnout. The Spanish Journal of Psychology, 13 (2), 637-654. Multiple universities oversaw this research in Spain that analyzed factors related to educator burnout and how effective coping strategies were. There were 724 Spanish participants throughout the country. Some schools were in rural areas while others were in urban regions and both elementary and secondary institutions were represented in the results. The study’s population varied in age range and professional status. The results indicated that as educational obstacles intensified, so did the degree of teacher stress and burnout. Additionally, student behavior and avoidance had a substantial adverse effect on burnout, specifically in the areas of emotional exhaustion and low personal success. Lack of collaborative when making decisions and overall workload were also documented as capable predictors for depersonalization and emotional lassitude. The research findings confirmed a hypothesis stated early on: pedagogical obstructions in school are a red flag for teacher burnout. One of the major fortes of this investigation was its extensive sample size, consisting of teachers with different genders, ages, and career standing from numerous forms of educational facilities. This permitted a synopsis to be rendered of how these difficulties impact the percentage of schoolteacher burnout. Nevertheless, the constraints of the report contained the sole use of self-reporting methods to

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DISSERTATION DEVELOPMENT 4 gather data. Furthermore, only teachers who volunteered for the study were included, thus random selection was not utilized to guarantee non-biased outcomes. Cancino, E., Albrecht, S. F., & Johns, B. H. (2013). Defining administrative support and its relationship to the attrition of teachers of students with emotional and behavioral disorders. Education and Treatment of Children, 36 (4), 71-94. https://doi.org/10.1353/etc.2013.0035 . Researchers conducted this study to identify how administrative support affected special education teachers who taught students with emotional-behavior disabilities (EBD). Four sets of questionnaires were emailed to 1,831 members of the Council for Children with Disabilities (CCBD) during the 2009 – 2010 school year. The licensure and area of employment of participants was initially kept private and applicants were asked to complete the survey only if they were actively teaching students with EBD. 408 teachers responded to the email and of those 391 indicated they were currently certified and licensed. There were a few limitations to this study. For example, it was an exploratory study, and therefore not tested for validity and reliability. In fact, there were only five small groups of reviewers able to interpret the results of the study. A strength of this study is that it provided important information for administrators seeking to reduce teacher turnover, as replacing teachers of students with EBD is not an easy task. Finally, given the historical shortage of special educators and the high turnover rate for those already on the job, it may be surmised that the field of special education for students with EBD will continue to struggle to retain motivated and effective educators if perceived and actual administrative support does not improve.

DISSERTATION DEVELOPMENT 5 Coman, D., Alessandri, M., Gutierrez, A., Novotny, S., Boyd, B., Hume, K., Sperry, L., & Odom, S. (2013). Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders. Journal of Autism & Developmental Disorders, 43 (2), 345–360. https://doi-org.lopes.idm.oclc.org/10.1007/s10803-012-1573-1 . This research intended to examine special education burnout by executing three programs: Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH), Leaning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP), and high-quality special education programs (HQSEP). By executing various programs, investigators were able to offer a basis for formidable proof that confirms their results. To become a participant for the study, educators had to meet precise conditions: (1) they had to be employed by the public school system, (2) they had to have a valid special education certificate, and (3) they had to submit to a screening. Fifty-three applicants were partitioned into the three programs above, but three participants were later released from the study because they failed the screening process—an easily preventable error if the researchers had looked past their suggested classrooms. Moreover, nearly all the participates were non-Hispanic, white women. When scientists place severe limitations on their studies, like the ones mentioned earlier, they jeopardize establishing complete and non-biased conclusions that are correct. Coman and the others opted to take a qualitive approach to this study by using various online inquiry forms year- round to gather data from each participant. Results indicated that there were no substantial distinctions between groups when analyzing the number of years educating. This means that the

DISSERTATION DEVELOPMENT 6 approach to teaching had insignificant effects on the degree of teacher stress and burnout for educators who work with disabled learners. Corona, L. L., Christodulu, K. V., & Rinaldi, M. L. (2017). Investigation of school professionals’ self-efficacy for working with students with ASD: Impact of prior experience, knowledge, and training . Journal of Positive Behavior Interventions, 19 (2), 90–101. https://doi-org.lopes.idm.oclc.org/10.1177/1098300716667604 . These investigators concentrated on school professionals who interacted with autism spectrum disorder (ASD) students and tested variables related to the self-efficacy of these individuals as well as training for them. The researchers only chose 80 participants throughout the state of New York, resulting in a very limited and isolated sample size. While 90 percent of study members were females with advanced degrees, their roles within their district were greatly diverse: some were special educators, others were administrators, and even some were social workers. While this did account for some diversity, the overall study was still quite limited in this department. It is critical to note that all the applicants were obliged to take specific training in the Prevent–Teach–Reinforce model because it was the only intervention being offered through the study—thus this is yet another limitation. The results of the study presumed that training in evidence-based methods enhances an educator’s self-confidence when working with ASD students. This means that districts should prepare and offer quality training regularly, so staff have a lower probability of excessive stress and burnout. While this study did verify that the Prevent–Teach–Reinforce model can be effective, it also had several other limitations that have yet to be mentioned: (1) There was no measure of dependability to assure consistent

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DISSERTATION DEVELOPMENT 7 establishment, (2) nothing was ever revisited to see how much was retained overtime, (3) researchers relied solely on self-report measures. Garwood, J. D., PhD., Werts, M. G., PhD., Varghese, C., PhD., & Gosey, L., M.A. (2018). Mixed-methods analysis of rural special educators' role stressors, behavior management, and burnout. Rural Special Education Quarterly, 37 (1), 30-43. https://doi.org/10.1177/8756870517745270 . The researchers at Hammil Institute of Disabilities analyzed factors relating to rural special educator burnout. The greatest characteristic of their mixed-method’s design was the capacity to examine outcomes from a quantitative examination standpoint. Unfortunately, a significant weakness was found in deciding which stage of the project needed the most attention. The study was designed to seek out the answers to a specific set of questions: “What is the relationship between rural special education teachers’ self-reported classroom management efficacy and role stresses to their feelings of burnout? To what factors do rural special education teachers attribute their feelings of burnout? What practices do rural special education teachers find successful in preventing burnout?” The population contained sixty-four special education teachers from three school districts that filled out surveys for the study—twelve educators returned for the follow-up surveys at the end of the study. Follow-up candidates were erratically selected using a method that ensured equality between the different levels of education. This approach is a strength of the study because it gave all the local special educators a chance to have a voice and be heard. Results of the study implied that numerous factors impact burnout including absence of role precision and various role facets, emotional fatigue, and a feeling of

DISSERTATION DEVELOPMENT 8 failure. A great vigor to this project is that the teacher responses in interviews could be used to improve local schools so burnout rates drop. Nonetheless, self-report instruments should never be the sole use of data collection for an experiment. Additionally, the study’s indicator for teacher burnout was outdated. Gilmour, A. F., Sandilos, L. E., Pilny, W. V., Schwartz, S., & Wehby, J. H. (2022). Teaching students with emotional/behavioral disorders: Teachers’ burnout profiles and classroom management. Journal of Emotional and Behavioral Disorders, 30 (1), 16–28. https://doi- org.lopes.idm.oclc.org/10.1177/10634266211020258 . Another group of researchers from the Hammil Institute of Disabilities preferred to analyze both special and general teachers who edified emotional/behavior disabled (EBD) students at the elementary level. The objective of the research was to determine whether EBD influenced teacher burnout. There were 102 teacher participants from 30 different schools nationwide. The study later acknowledged three facades of burnout: (1) successful teachers who exhibited extraordinary personal accomplishments and minimal emotional fatigue or depersonalization, (2) buffered teachers who exhibited extraordinary personal accomplishments and emotional fatigue with minimal depersonalization, and (3) struggling teachers who exhibited minimal personal accomplishments and extraordinary levels of emotional fatigue and depersonalization. The profile breakdown implied possible alterability regarding emotional exhaustion as contrasted with the low depersonalization. By having a wide population from around the world, the project made a discovery within the nation’s school districts rather than a single isolated area. Furthermore, the different classifications simplified the large population size

DISSERTATION DEVELOPMENT 9 and discovered common themes within burnout phases. The conclusions of the study implied that educators in the middle phase of burnout could experience both emotional and personal affects simultaneously; also, no ample differences were established between general and special educator burnout. There were also a few drawbacks to this study. For one, there are limited teachers in one of the groups which may have impacted results. Also, educators often display burnout signs when they struggle with management practices, so this correlation makes sense. Finally, student input was not considered. This meant that it was difficult to determine the number of pupils in each classroom with EBD. Hofmann, V., Pagnotta, C., & Noémie, L. (2023). Burnout among special education teachers and the role of individual, interpersonal, and organizational risk, and protective factors. OBM Integrative and Complementary Medicine, 8 (3). Doi: 10.21926/obm.icm.2303033. Researchers conducted a study to extend the amount of research on burnout risk and protective factors among special education teachers after the COVID-19 pandemic, one of his many strong points. Prior research data indicated that (1) burnout risk among special education teachers has increased since the pandemic (2) the dimensions of burnout are related to individual, interpersonal, and organizational variables. An online survey was conducted with a guarantee of data confidentiality. The sample population was another strong component of the study because it consisted of everyone working in a special education context with the Department of Education and Cultural affairs and there were two measurement points, one in 2014 and another in 2022. Both had a response rate of about 62% that were anonymized before processing the data. The study also highlights the differential effects of variables on the three dimensions of burnout. However, this study also had its share of limitations. For example, the cross-sectional

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DISSERTATION DEVELOPMENT 10 design did not consist of the same individuals, nor did the design account for fluctuations throughout the pandemic. Finally, there is the low reliability of some measurement instruments. The study concludes that the COVID-19 pandemic had a significant impact on teachers, who were forced to quickly adapt to previously unknown conditions. An increased risk of burnout among SET could be identified, likely due to the increased difficulty of teaching students with disabilities utilizing distance learning. Park, E.-Y., & Shin, M. (2020). A Meta-analysis of special education teachers’ burnout. SAGE Open, 10 (2). The target of this research was to find a commonality in special education teacher burnout. Out of over two thousand articles, less than fifty qualified to take part in this meta- analysis. Researchers were restricted because the outcomes only verified how different variables associated with one another caused a problem when trying to prove any correlations between burnout and student, teacher, and/or school factors. The variables directly correlated to special education teacher burnout were as follows: (1) level of self-efficiency in the teacher variable and (2) support from school staff in the school variable. The impacts of the student variable varied depending on burnout intensity. This indicates a situational condition that relies on the classroom environment, including students’ characteristics. The student variable had a wide range of effects and the teacher education and training factor in self-efficacy was deemed successful in decreasing special education burnout levels if done effectivly. Additionally, useful support might be extended for special education teachers, incorporating support from all school personnel. An asset for this research is that no evidence of publication bias was established when Park and Shin

DISSERTATION DEVELOPMENT 11 were inspecting previous papers. Furthermore, multiple people were overseeing the study which prevented possible personal bias when establishing the criteria for acceptable articles for review. Pavlidou, K., Alevriadou, A., & Antoniou, A. (2020). Professional burnout in general and special education teachers: the role of interpersonal coping strategies. European Journal of Special Needs Education, 37, 1-15. https://doi.org/10.1080/08856257.2020.1857931 This study was conducted to answer two questions: “Can burnout components be calculated by interpersonal coping strategies?” and “Would these strategies be differentiated based on teacher needs?”. The study’s population consisted of 269 educators of various ages and a wide range of experience. Researchers used two questionnaires as a way of gathering data: the Teachers Interpersonal Competences Test (TICT) and the Maslach Burnout Inventory (MBI). A strength of this study was that it added new data to the study of teachers’ interpersonal skills. Its limitations were that, while the sample was representative of gender, grade level, and specialty, it only sampled teachers from two prefectures of Greece, so the results of this study must be generalized with caution. Seven interpersonal coping strategies were examined, and they found that primary school teachers made use of more strategies than teachers from higher grades. Gender also seemed to have an impact on the use of interpersonal coping strategies. Women used more of the “delegate” strategy as good practice and the “legislate” strategy as bad practice than men did. So, women tended to seek more help than men when facing difficulties.

DISSERTATION DEVELOPMENT 12 Degree I am currently attending GCU to obtain my Educational Specialist (EDS) degree and my emphasis area is Special Education. Research Focus My topic for research is Special Education (SPED) Teacher Burnout which aligns with my emphasis directly. Understanding teacher burnout in the field of special education (added to the fact that I am currently a SPED teacher) will help me close the gap between administration and the SPED department of whatever school I am a lead member of after completing my educational specialist degree. Problem Statement Based on what is known in literature, special education teacher burnout has many causes; however, there are few remedies that are financially affordable and easy to fit into a chaotic and busy lifestyle. Defense of Article Selection All my articles were written within the last thirteen years: one in 2010, two in 2013, one in 2017, one in 2018, two in 2020, one in 2022, and two in 2023. While I normally do not like to include articles outside a ten-year time frame, I had other research factors that permitted Betoret and Artiga’s article from 2010 to be worth including in my dissertation process. Using updated references is a key component to understanding the current problems that any dissertation chooses to tackle, but it is important to also scrutinize how other areas of the country and the world may be addressing the same concern. Since Betoret and Artiga’s article is centered around teachers in Spain, this article is still relevant for my purposes. I also discovered that the more I attempted to research information regarding SPED burnout in South Carolina, or

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DISSERTATION DEVELOPMENT 13 even America, the results were extremely limited leaving me with a good indication that my research topic was indeed one worth pursuing. In fact, since beginning my Educational Specialist degree in June of this year, I have only been able to find a handful of research projects—four or five—that were exclusively conducted in this nation. By analyzing the various burnout causes and alleviation techniques around the world, I may be able to devise a method that will work for America’s educators who are overly stressed and strapped for both finances and time that can still be effective and lessen the retention rate of special education teachers. A final factor in determining which articles to annotate was if the article focused on a specific disability within the special education field. Teachers who educate intellectually disabled children will face different challenges than those who deal with students who have emotional/behavioral concerns or learning disabilities. If burnout is faster when dealing with one type of student versus another, I feel that is worth exploring.