A Longitudinal Mixed-Methods Analysis of the Lived Experience of Special Educator Stress and Burnout

• In Event: Marriott Roundtable Session Two
  In Roundtable Session: Applied Mixed-Methods Research (Table 2)

Abstract

Special education teachers provide important services to support equitable education for students with disabilities. Unfortunately, special educators are at high risk for experiencing burnout. The purpose of this longitudinal mixed methods analysis was to explore the lived experience of special education teachers. Results indicated feelings of emotional exhaustion and depersonalization were highly endorsed in interviews, yet depersonalization was not endorsed in surveys. Common sources of emotional exhaustion included an overextended workload and negative social support form administration as the source of depersonalization. Feeling connected to one’s work (inverse of depersonalization) and feelings of accomplishment were highly endorsed when discussing job satisfaction. Implications for measurement, research and practice are discussed.

Authors

• Christen Knowles, University of Oregon
  Presenting Author

• Katherine Bromley, University of Oregon
  Presenting Author

• James Sinclair, University of Oregon
  Non-Presenting Author