Abstract:

Context:
The assertion that teachers face higher risks of burnout than other professions is a widely recognized idea in the common sense but ultimately poorly documented in research results. Nevertheless, it must be acknowledged that burnout seems to reach more specifically occupations with high levels of social interactions, such as education and health. In these fields of activity, the phenomenon is seen as a real epidemic. Teachers burnout is related to many factors. The first part, theoretical, answers two main research questions with a systematic literature review (N=117 studies): i. What are the risk factors related to teachers’burnout ? ii. What are the links between leadership’style and the three dimensions of burnout (emotional exhaustion, depersonalization, lack of personal achievement)? The second part, empirical, tests the hypothesis of the influence of leadership’s style on employee motivation, well-being and burnout. The purpose of this study is to analyse the links between leadership and the burnout of special education teachers (SET).

Method:
In order to meet the objective of the study, health’s SET was measured by self-reported questionnaire using the Maslach Burnout Inventory. The sample consists of 324 Swiss special education teachers (french part).

Results:
Results show three essential elements : a. the quality of relations with school principals influences averages of the three dimensions of burnout; b. the majority of the sample is satisfied with its relations with principals; c. even if the averages of the three dimensions vary, it should be noted that the vast majority of SET is not in burnout. The emotional exhaustion and depersonalization scores are in the correct zone. Only personal achievement scores is in the zone at risk.

Conclusion:
These data reflect the necessity to ensure quality leadership in schools to promote the occupational health of SET.

References:
[1] Doménech Betoret, F. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational Psychology, 29(1), 45–68. https://doi.org/10.1080/01443410802459234
[2] Skaalvik, E. M., & Skaalvik, S. (2009). Does school context matter ? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25(3), 518–524. https://doi.org/10.1016/j.tate.2008.12.006
[3] Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349–1363. doi.org/10.1016/j.tate.2007.06.005
[4] Squillaci, M. (2020). Are Teachers More Affected by Burnout than Physicians, Nurses and Other Professionals? A Systematic Review of the Literature. In: Lightner N., Kalra J. (eds) Advances in Human Factors and Ergonomics in Healthcare and Medical Devices. AHFE 2019. Advances in Intelligent Systems and Computing, vol 957. Springer, Cham. doi.org/10.1007/978-3-030-20451-8_14

Keywords:

Burnout, leadership, special education teachers (SET), Maslach Burnout Inventory (MBI).