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" Special Education Teachers and Autism Spectrum Disorders: "
Althobaiti, Shatha
Dinaro, Andrea
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Latin Dissertation
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| Language of Document
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English
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| Record Number
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1108297
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| Doc. No
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TLpq2464199565
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| Main Entry
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Althobaiti, Shatha
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Dinaro, Andrea
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| Title & Author
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Special Education Teachers and Autism Spectrum Disorders:\ Althobaiti, ShathaDinaro, Andrea
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| College
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Concordia University Chicago
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| Date
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2020
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| student score
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2020
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| Degree
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Ph.D.
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| Page No
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133
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| Abstract
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The purpose of this study was to explore and examine burnout among special education teachers who work with students with autism spectrum disorder in Saudi Arabia. This study also sought to examine the relations among academic degree, teacher preparation and training, colleague support, and colleague mentoring, and each of Maslach’s (1996) three aspects of burnout (i.e., emotional exhaustion, depersonalization, and lack of a sense of personal accomplishment) with regard to this population of teachers. There were 89 participants in this study. The data were analyzed using a multiple regression analysis. The study found different levels of the three dimensions of burnout; levels were high in the emotional exhaustion dimension and moderate in the depersonalization dimension and the personal accomplishment dimension. On the other hand, the results indicated no differences between academic degrees in predicting emotional exhaustion. In addition, there were no differences between teacher training and preparation in predicting emotional exhaustion. However, results indicated significant differences in predicting emotional exhaustion for both colleague support and colleague mentoring. The results also indicated no differences between academic degrees or colleague support in predicting depersonalization; however, there were differences between teacher training and preparation, as well as colleague mentoring, respectively, in predicting depersonalization. Lastly, the results indicated that there were no differences among academic degrees, teacher training and preparation, colleague support, and colleague mentoring, respectively, in predicting personal accomplishment. Further studies are needed to examine other independent variables, such as social supports, use of technology, and students' gender to determine if any of these are predictors of teacher burnout.
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Educational leadership
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Educational sociology
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Middle Eastern studies
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Occupational psychology
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Special education
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Teacher education
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