Primary Factors Leading to Burnout Among Teachers at Special Needs Education Schools: Exploratory Research
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- SAKAMOTO Yutaka
- Faculty of Education, Graduate School of Education, Gifu University
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- ICHIKADO Keiko
- Faculty of Humanities, Kyushu Lutheran College
Bibliographic Information
- Other Title
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- 特別支援学校教員のバーンアウトへの関与要因についての探索的研究
- トクベツ シエン ガッコウ キョウイン ノ バーンアウト エ ノ カンヨ ヨウイン ニ ツイテ ノ タンサクテキ ケンキュウ
- Primary factors leading to burnout among teachers at special needs education schools: exploratory research [in Japanese].
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Abstract
In order to gain an understanding of primary factors leading to burnout among teachers at special needs education schools, the Maslach Burnout Inventory (MBI) was distributed to 829 teachers at special needs education schools, from whom 735 valid responses were obtained. After categorical principal component analysis was applied, question #17 was divided into 2 components: decrease in ambition and decrease in individual sense of accomplishment, so as to explain the factorial structure. Categorical regression analysis revealed the main causes of each component. The results indicated that "school concerns" and "being a member of a faculty department" contributed both to a decrease in ambition and to a decrease in individual sense of accomplishment, whereas "personal concerns," "type of school," and "official title" contributed only to a decrease in ambition. "Age" and "gender" did not contribute to either component.
Journal
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- The Japanese Journal of Special Education
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The Japanese Journal of Special Education 51 (3), 261-267, 2013
The Japanese Association of Special Education
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Details 詳細情報について
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- CRID
- 1390282679628268544
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- NII Article ID
- 130005130010
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- NII Book ID
- AN00172513
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- ISSN
- 21865132
- 03873374
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- NDL BIB ID
- 025083715
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL
- Crossref
- CiNii Articles
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- Abstract License Flag
- Disallowed