A study of burnout in Mississippi public school special education teachers

Kathleen Mary Carr

Abstract

This study assessed the relationship between the criterion variable of teacher burnout and special educators teaching students who have been categorized as specifically learning disabled, hearing and/or vision impaired, educationally disabled, physically disabled, multidisabled, developmentally delayed, traumatically brain injured, and autistic. This study further investigated certain demographic variables to determine if there was a relationship between each independent variable and teacher burnout. A stratified random sample of public school special education teachers was conducted for the purpose of selecting 500 subjects. The Maslach Burnout Inventory Form Ed and a demographic data sheet were returned from 312 Mississippi special educators. Analyses revealed no significant difference between teacher burnout and special education teaching categories. Significant differences were found between the demographic variables of teacher age and school level presently teaching.