Burnout syndrome among special education teachers at schools for children with disabilities in the Republic of Serbia: Challenges and risk factors

Abstract

Burnout syndrome has become remarkably widespread, especially in the helping professions. As such, it constitutes an increasingly common research topic. The present study aimed to assess burnout in special education teachers employed at special education schools in Serbia. Likewise, it sought to analyze differences in burnout levels depending on respondents’ sociodemographic characteristics and identify burnout-related factors and strategies for overcoming burnout from the perspective of special education teachers. Professional burnout syndrome was assessed using the Copenhagen Burnout Inventory (CBI) adapted for use in a special education teacher sample. The study involved 191 special education teachers (91.1% female) employed at schools in the Republic of Serbia. The results showed that special education teachers exhibited a certain level of burnout. In terms of sociodemographic characteristics, only respondent age and work experience positively correlated with professional burnout. There were no differences in burnout levels depending on other sociodemographic characteristics. The qualitative content analysis showed that burnout-inducing factors included a lack of support, administrative overload, and working with heterogeneous student groups. The most common burnout prevention strategies included physical activity, support from colleagues and family, and maintaining a good work-life balance. These findings highlight the need to improve working conditions and introduce support programs to decrease burnout levels among special education teachers.

Keywords

• burnout
• special education
• special education teachers
• autism
• intellectual disability