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BURNOUT IN SPECIAL NEEDS TEACHERS AT KINDERGARTEN AND PRIMARY SCHOOL: INVESTIGATING THE ROLE OF PERSONAL RESOURCES AND WORK WELLBEING
Author(s) -
Stasio Simona,
Fiorilli Caterina,
Benevene Paula,
UusitaloMalmivaara Lotta,
Chiacchio Carlo Di
Publication year - 2017
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22013
Subject(s) - burnout , psychology , context (archaeology) , happiness , job satisfaction , well being , school teachers , variance (accounting) , sample (material) , work (physics) , developmental psychology , applied psychology , social psychology , pedagogy , clinical psychology , paleontology , chemistry , accounting , chromatography , business , psychotherapist , biology , mechanical engineering , engineering
The purpose of the current study was to examine, within an integrative predictive model, the relative contributions of sociodemographic variables, personal resources, and work wellbeing to teacher burnout. The research was conducted with special education teachers at Italian preschools—a context in which few previous studies have been carried out—and primary schools. A cross‐sectional survey‐based study with a sample of 194 kindergarten and primary school teachers was conducted. The results indicated that teachers’ happiness at school and job satisfaction incrementally predicted variance in personal, work‐related, and student‐related burnout, even after controlling for the effects of sociodemographic factors and personal resources. Furthermore, the final integrative predictive model was similar for both kindergarten and primary teachers.