Mixed-Methods Analysis of Rural Special Educators’ Role Stressors, Behavior Management, and Burnout

The researchers of this study used a mixed-methods approach to understand issues of rural special education teacher burnout. Results of survey responses (n = 64) and follow-up focus group interviews (n = 12) from rural special education teachers indicated several factors contributing to stress and b...

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Bibliographic Details
Published in:	Rural special education quarterly Vol. 37; no. 1; pp. 30 - 43
Main Authors:	Garwood, Justin D., Werts, Margaret G., Varghese, Cheryl, Gosey, Leanne
Format:	Journal Article
Language:	English
Published:	Los Angeles, CA SAGE Publications 01-03-2018 SAGE Publications and Hammill Institute on Disabilities Sage Publications Ltd
Subjects:	Autism Behavior Change Behavior Problems Burnout Classroom management Classroom Techniques Curricula Data Analysis Elementary Secondary Education Emotional Experience Focus Groups Individualized Education Programs Individualized Instruction Interpersonal Relationship Intervention Interviews Learning Measures (Individuals) Mental health Mixed Methods Research Multiple Regression Analysis Researchers Role Conflict Roles Rural areas Rural Schools Special education Special Education Teachers Stress Stress Management Stress Variables Student Behavior Students Students with Disabilities Teacher Burnout Teacher education Teacher Responsibility Teacher Role Teacher Student Relationship Teacher Surveys Teaching Methods Well Being stress classroom management burnout teacher–student relationships
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Summary:	The researchers of this study used a mixed-methods approach to understand issues of rural special education teacher burnout. Results of survey responses (n = 64) and follow-up focus group interviews (n = 12) from rural special education teachers indicated several factors contributing to stress and burnout. Teachers noted that lack of clarity in their roles, too many facets to the roles, emotional exhaustion, and lack of accomplishment contributed to their perceptions. Good working relationships with colleagues and administrators, building relationships with students, and a high level of self-advocacy were noted as helping to maintain mental health and a work–life balance. Possible steps to alleviate risk factors of rural special education teacher burnout are discussed.
ISSN:	8756-8705 2168-8605
DOI:	10.1177/8756870517745270