Revisiting Burnout Among Special Education Teachers: Do Age, Experience, and Preparation Still Matter?

By R. Zabel, Mary Kay Zabel. 2001

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Special Education Teacher Retention and Attrition (2004, background): “Researchers have studied the effects of stress and burnout among special educators for more than two decades (Banks & Necco, 1987; Cooley & Yovanoff, 1996; Embich, 2001; A. R. Frank & McKenzie, 1993; Wisniewski & Gargiulo, 1997; Zabel & Zabel, 2001).”
An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers (2009, background): “For instance, some studies have found no evidence for age as a predictor of teacher burnout (Brissie et al. 1988; Zabel and Zabel 2001).”
Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes. (2016, background): “For example, special education teachers might be of particular interest since they have been found to be of a particular risk for developing burnout due to the high demands associated with this work (e.g., Zabel & Zabel, 2001).”
Teachers’ Emotional Competence and Social Support: Assessing the Mediating Role of Teacher Burnout (2017, result): “…the variables under study, finding no significant relationship between the three dimensions of burnout: age, gender, and length of teaching experience, respectively; again, this finding is in line with part of the existing literature on the topic (Bataineh, 2005, 2009; Zabel & Zabel, 2001).”