Special education teachers’ experienced burnout and perceived fit with the professional community: A 5-year follow-up study

Tiina Soini, Janne Pietarinen, Kirsi Pyhältö, Kaisa Haverinen, Divya Jindal-Spape, Elina Kontu

Research output: Contribution to journalArticleScientificpeer-review

Abstract

In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pupil–teacher relationships. However, the resources of a school's social working environment experienced as a functional teacher–working environment fit may buffer the risk of developing burnout. This study aims to gain a better understanding of the interrelation between, and development of, special education teachers’ experienced burnout symptoms and perceived teacher–working environment fit across time. The longitudinal study included two measurements (in year 2010, n = 760 and in year 2016, n = 485). The results show that special education teachers’ experienced inadequacy in pupil–teacher relationships predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in pupil–teacher relationships 5 years later. Moreover, a perceived good teacher–working environment fit predicted lower cynicism towards the teacher community 5 years later.
Original languageEnglish
JournalBritish Educational Research Journal
Volume45
Issue number3
Pages (from-to)622-639
Number of pages18
ISSN0141-1926
DOIs
Publication statusPublished - Jun 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • special education teacher
  • burnout
  • teacher-working environment fit
  • JOB-SATISFACTION
  • GENERAL-EDUCATION
  • WORK ENGAGEMENT
  • OCCUPATIONAL STRESS
  • INCLUSIVE EDUCATION
  • SCHOOL TEACHERS
  • SELF-EFFICACY
  • SPECIAL NEEDS
  • 2 MODELS
  • STUDENTS

Cite this

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title = "Special education teachers’ experienced burnout and perceived fit with the professional community: A 5-year follow-up study",
abstract = "In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pupil–teacher relationships. However, the resources of a school's social working environment experienced as a functional teacher–working environment fit may buffer the risk of developing burnout. This study aims to gain a better understanding of the interrelation between, and development of, special education teachers’ experienced burnout symptoms and perceived teacher–working environment fit across time. The longitudinal study included two measurements (in year 2010, n = 760 and in year 2016, n = 485). The results show that special education teachers’ experienced inadequacy in pupil–teacher relationships predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in pupil–teacher relationships 5 years later. Moreover, a perceived good teacher–working environment fit predicted lower cynicism towards the teacher community 5 years later.",
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author = "Tiina Soini and Janne Pietarinen and Kirsi Pyh{\"a}lt{\"o} and Kaisa Haverinen and Divya Jindal-Spape and Elina Kontu",
year = "2019",
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Special education teachers’ experienced burnout and perceived fit with the professional community : A 5-year follow-up study. / Soini, Tiina; Pietarinen, Janne; Pyhältö, Kirsi; Haverinen, Kaisa; Jindal-Spape, Divya; Kontu, Elina.

In: British Educational Research Journal, Vol. 45, No. 3, 06.2019, p. 622-639.

Research output: Contribution to journalArticleScientificpeer-review

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AU - Soini, Tiina

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AU - Kontu, Elina

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N2 - In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pupil–teacher relationships. However, the resources of a school's social working environment experienced as a functional teacher–working environment fit may buffer the risk of developing burnout. This study aims to gain a better understanding of the interrelation between, and development of, special education teachers’ experienced burnout symptoms and perceived teacher–working environment fit across time. The longitudinal study included two measurements (in year 2010, n = 760 and in year 2016, n = 485). The results show that special education teachers’ experienced inadequacy in pupil–teacher relationships predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in pupil–teacher relationships 5 years later. Moreover, a perceived good teacher–working environment fit predicted lower cynicism towards the teacher community 5 years later.

AB - In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pupil–teacher relationships. However, the resources of a school's social working environment experienced as a functional teacher–working environment fit may buffer the risk of developing burnout. This study aims to gain a better understanding of the interrelation between, and development of, special education teachers’ experienced burnout symptoms and perceived teacher–working environment fit across time. The longitudinal study included two measurements (in year 2010, n = 760 and in year 2016, n = 485). The results show that special education teachers’ experienced inadequacy in pupil–teacher relationships predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in pupil–teacher relationships 5 years later. Moreover, a perceived good teacher–working environment fit predicted lower cynicism towards the teacher community 5 years later.

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