Using Extant Data to Examine the Lived Experience of Special Education Teachers During the COVID-19 Pandemic: Coping, Resilience, and Changes to Level of Emotional Exhaustion, Depersonalization, and Personal Accomplishment to Determine Teacher Burnout Occurrence Level
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Date
2023-03-24
Authors
Whitehat, Paulina
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Publisher
University of Oregon
Abstract
DISSERTATION ABSTRACT
Paulina Whitehat
Doctor of Philosophy
Department of Special Education and Clinical Sciences
December 2022
Title: Examining the Lived Experiences of Special Education Teachers During the COVID-19 Pandemic: Coping, Resilience, and Changes to Level of Emotional Exhaustion, Depersonalization, and Personal Accomplishment to Determine Teacher Burnout Occurrence Level
Teacher burnout has become a prevalent issue in the public school system in the United States. Research about special education teacher burnout is lacking and virtually no research exists on how teachers of students with disabilities manage job-related stress. This exploratory study examines the perspectives of 18 teachers of students with disabilities and their stress-related coping strategies which incidentally occurred during a global health crisis through a mixed-method research approach (i.e., qualitative and quantitative). Specifically, the study explores teacher stress and teacher burnout (emotional exhaustion, depersonalization, and personal accomplishment) as well as coping strategies, resources, and resilience.
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Keywords
Special Education teacher burnout, teacher resilience, teacher stress