Mitigating Burnout in Special Education: The Importance of Connections and Leadership
| dc.contributor.author | Jolene Stromecky | |
| dc.date.accessioned | 2025-05-01T16:09:36Z | |
| dc.date.available | 2025-05-01T16:09:36Z | |
| dc.date.issued | 2023-08-14 | |
| dc.description | Teacher retention rates are becoming a growing concern, particularly in the field of special education. To gain a deeper understanding of this trend, a pilot study was conducted to illustrate the experiences of teachers who have encountered burnout while working in special education environments. The study found high levels of job satisfaction, sufficient support from administrators, and positive relationships with colleagues all played a critical role in reducing burnout among special education teachers. Mitigating symptoms of burnout requires being inclusive to special educators, creating opportunities for shared responsibility, allowing for collaboration time with colleagues, and providing positive feedback. Addressing this issue is crucial for reducing teacher attrition and ensuring school leaders possess the characteristics necessary to support their special education teachers effectively. These insights are particularly relevant for school leaders overseeing special education programs, as they directly impact student success and teacher retention. | |
| dc.identifier.doi | https://doi.org/10.7939/r3-cxx9-ac21 | |
| dc.language.iso | en | |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc/4.0/ | |
| dc.subject | Educational Leadership | |
| dc.title | Mitigating Burnout in Special Education: The Importance of Connections and Leadership | |
| dc.type | http://purl.org/coar/resource_type/c_1843 | |
| ual.jupiterAccess | http://terms.library.ualberta.ca/public |
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