The Relationship of Secondary Special Education Teachers' Roles and Factors That Lead to Professional Burnout

By Jeanne L. Embich. 2001

144 citations recorded by the source corpus.

Subfields: Education, Information Systems, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a0c11ce694665b3bda3e67998d925ef0cac57af1

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Citations in the corpus

Burnout, Job Satisfaction and Instructional Assignment‐related Sources of Stress in Greek Special Education Teachers (2008, background): “One reason for the interest has been the finding that frequent and intense periods of such stress may lead to professional burnout (Embich, 2001; Mearns & Cain, 2003).”
Special Education Teacher Retention and Attrition (2004, background): “(p. 3-13) In an investigation of teacher burnout, Embich (2001) concluded that teachers who worked primarily in general education classrooms were at more risk of burnout than teachers in more traditional settings (e.g., resource, self-contained classrooms).”
Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013 (2014, methodology): “In a model including SETs’ classroom and school experiences, age did not make a significant contribution to burnout, suggesting the impact of age on burnout may be mediated and moderated by other variables (Embich, 2001).”
Workload Manageability Among Novice Special and General Educators: Relationships With Emotional Exhaustion and Career Intentions (2017, background): “Embich (2001) examined relationships between SETs’ workload manageability and burnout in a survey of 300 secondary SETs serving students with learning disabilities.”
How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap? (2008, background): “Unfortunately, evidence suggests that many special educators feel unprepared to collaborate (“Local Administrators’ Role,” 2002), have limited time to work with general educators (Kozleski et al., 2000), and are often not welcome in their collaborations with general educators (Embich, 2001).”
Mindfulness Training for Teachers: A Pilot Program (2004, unknown): “…belief that they can make a difference for students is one of the most powerful determinants in predicting teacher behavior and student success” (p 72) Embich (2001) studied 300 teachers of learning-disabled students who team taught with a general educator and found they were experiencing high…”