Coping strategies and burnout in staff working with students with special educational needs and disabilities |
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| Institution: | 1. Centre for International Education, School of Education, University of Sussex, Brighton BN1 9RG, UK;2. Wumba, Apo, Abuja, Nigeria;3. Federal College of Education, Yola, PMB 2042, Yola, Adamawa State, Nigeria;1. Universidad de Castilla-la Mancha, Facultad de Educación de Cuenca Edificio Fray Luis de León, Campus Universitario s/n, C.P. 16071, Cuenca, Spain;2. Universidad Autonoma de Madrid, Departamento de Filología Inglesa, Facultad de Filosofía y Letras, Universidad Autónoma de Madrid, Campus de Cantoblanco, 28049 Madrid, Spain;1. School of Mathematics and Natural Sciences, Gaußstrasse 20, 42119 Wuppertal, Germany;2. School of Education, University of Wuppertal, Gaußstrasse 20, 42119 Wuppertal, Germany |
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| Abstract: | Research on special educator burnout has predominantly focused on demographic, environmental and situational factors, with few studies exploring individual characteristics. This cross-sectional self-report study focused on coping strategies as predictors of burnout among Special Educational Needs and Disabilities (SEND) staff. The survey results from 169 participants showed that emotional coping predicted greater levels of burnout. In addition, avoidance coping predicted higher levels of disengagement, whereas rational coping predicted lower levels of disengagement. These results emphasize the importance of examining individual characteristics in SEND staff burnout. This would have implications for monitoring and addressing the psychological wellbeing of SEND staff. |
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| Keywords: | Coping Burnout Teaching Special education |
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