Factors relating to regular education teacher burnout in inclusive education

By R. Talmor, Shunit Reiter *, Neomi Feigin. 2005

219 citations recorded by the source corpus.

Subfields: Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/06b77ef9eb3872c0a053b720ab83afd7f6f7d3cb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. E. Barrett
2. M. Keen
3. O. Eyal
4. J. Katz
5. C. Forlin
6. G. Roth
7. U. Sharma
8. T. Loreman

In Social Psychology

1. O. Eyal
2. C. Forlin
3. J. Katz
4. G. Roth
5. A. Assor
6. J. Reeve

Citations in the corpus

• Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. (2007, unknown): “…social support (Brenner, Sorbom, & Wallius, 1985; Byrne, 1999; Talmor, Reiter, & Feigin, 2005), number of students with special needs in class (Talmor et al., 2005), prevalence of behavior problems in the classroom (Byrne, 1999), teachers’ level of education (Rosenblatt, 2001), and religious…”
• Implementing the Three Block Model of Universal Design for Learning: effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12 (2015, background): “In fact, those who believe the strongest in the value of inclusion have been shown to experience a higher degree of burnout, perhaps because they are most stressed by their perceived inability to make it work (Talmor, Reiter, and Feigin 2005).”
• Principals' leadership and teachers' motivation: Self‐determination theory analysis (2011, background): “…peer support and general social support (Brenner et al., 1985; Byrne, 1999; Talmor et al., 2005), number of students with special needs in class (Talmor et al., 2005), prevalence of behavior problems in the classroom (Byrne, 1999), teachers’ level of education (Rosenblatt, 2001), and religious…”
• The Concerns of Mainstream Teachers: Coping with inclusivity in an Australian context (2008, background): “The major classroom-based issues that have been found to cause the greatest concern for teachers within inclusive classrooms include managing difficult behaviour, a lack of appropriate resources and support, insufficient funding and large class sizes (Arbeiter & Hartley, 2002; Talmor et al., 2005).”