Abstract
Empirical research has identified many factors that contribute to feelings of burnout among special education teachers. Few studies, however, have examined the influence of varying responsibilities on burnout among special education teachers. The Maslach Burnout Inventory Educator Survey was distributed to a sample of special education teachers nationwide (n = 250). Using MANOVA, this study examined the influence of teaching assignment on the dimensions of burnout in special education teachers. The results indicated a statistically significant difference in levels of emotional exhaustion among self-contained special education teachers. Potential sources for the increased levels of emotional exhaustion are discussed and recommendations for ways to reduce high levels of burnout are presented.
Keywords: burnout, special education, self-contained teachers, resource teachers, inclusion teachers
