Special needs teachers in emergency remote teaching during the Covid-19 pandemic
The role of personal resources and teaching motivation on burnout
Bibliographic Data
| ID | 22164915 |
|---|---|
| Authors | Simona De Stasio (0000-0001-6300-5990, Libera Università Maria SS. Assunta, corresponding author), Benedetta Ragni (0000-0003-0565-0662, Libera Università Maria SS. Assunta), Francesca Boldrini (0000-0001-6394-0903, Libera Università Maria SS. Assunta), Daniela Paoletti (0009-0004-2873-3254, Libera Università Maria SS. Assunta), Vanessa Marchetti (0009-0003-4089-6665, Libera Università Maria SS. Assunta), Maria Cristina Rappazzo (Libera Università Maria SS. Assunta), Carmen Berenguer (0000-0001-5731-3962, Universitat de València) |
| Year | 2024 |
| Volume | 9 |
| Publication date | 2024-09-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2024.1421134 |
| OpenAlex | W4402771345 |
| Language | EN |
| References cited | 103 |
Background This cross-sectional study explores the connections between burnout, personal resources, and teaching motivation among Italian special needs teachers (SNTs) one year following the start of the COVID-19 pandemic. It specifically seeks to determine if and how personal resources and teaching motivation can help SNTs by buffering the effects of burnout symptoms. Methods The study was conducted using a sample of 837 full-time, in-service kindergarten and primary teachers at public schools in Italy. Data were collected through self-report questionnaires, including the Copenhagen Burnout Inventory, the Santa Clara Brief Compassion Scale, the Crèche Educators Emotional Style Questionnaire, and the Autonomous Motivations for Teaching Scale. A multiple regression model was performed to assess the predictive role of personal resources and teaching motivation on the burnout of special needs teachers. Results The findings indicate that higher levels of autonomous motivation are associated with reduced burnout, specifically among special education teachers. Conversely, higher levels of negative emotion regulation strategies were linked to increased burnout, and this relationship was stronger in mainstream teachers than in special education teachers. We found no significant association between teachers’ compassion and burnout. Conclusions Our research supports the need for educational policymakers and school leaders to focus on personal resources and work-related well-being to enhance and support teachers, in particular during emergencies (e.g., the COVID-19 pandemic) and for specific groups of teachers, such as SNTs
Burnout · Medical education · Pandemic · Personal protective equipment · Clinical Psychology · Computer Science · COVID-19 and Mental Health · Medicine · Perfectionism, Procrastination, Anxiety Studies · Psychology · Resilience and Mental Health
Visible Learning
Self-Determination Theory
Work Motivation and Performance
The Work Tasks Motivation Scale for Teachers (WTMST)
An Appraisal Perspective of Teacher Burnout
Special Education Teacher Burnout
Coping style, social support and psychological distress in the general Chinese population in the early stages of the Covid-19 epidemic
Emotion-Related Regulation
Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors.
Autonomous motivation for teaching
Teachers experiences of stress and their coping strategies during Covid - 19 induced distance teaching
The Copenhagen Burnout Inventory
Mindfulness training and reductions in teacher stress and burnout
Conceptualizations of Intrinsic Motivation and Self-Determination
Teacher motivation
Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior
Emotion‐regulation ability, burnout, and job satisfaction among British secondary‐school teachers
Psychologically controlling teaching
Need Satisfaction, Motivation, and Well-Being in the Work Organizations of a Former Eastern Bloc Country
Enhancing Students' Engagement by Increasing Teachers' Autonomy Support
The Prosocial Classroom
Teachers' (De)Motivation During Covid-19 Pandemic
Support and Perceptions of Teachers Working with Students with Special Needs during the Covid-19 Pandemic
Teacher burnout
Perceived stress and affective experience in Italian teachers during the Covid-19 pandemic
A meta-analysis of autonomous and controlled forms of teacher motivation
Teachers' Emotions and Teaching
Emotional Labor and Burnout
Psychological Needs and the Facilitation of Integrative Processes
Predictors for stress in special education teachers
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Self-Perceived Instructional Competence, Self-Efficacy and Burnout during the Covid-19 Pandemic
Self-Determination Theory in Work Organizations
Motivation and Continuance Intention towards Online Instruction among Teachers during the Covid-19 Pandemic
Compassionate Work Environments and Their Role in Teachers’ Life Satisfaction
The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit
Teachers’ emotions and emotion management
Teacher career motivation and professional development in special and inclusive education
Making it work
The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms
Beginning teachers and inclusive education
A Heart to Learn and Care? Teachers' responses toward special needs children in mainstream schools in Hong Kong
Meta-emotion philosophy in early childhood teachers
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic
Mixed emotions
Coping strategies and burnout in staff working with students with special educational needs and disabilities
Caring relationships in school staff
Predicting intraindividual changes in teacher burnout
Committed, inspiring, and healthy teachers
Teachers’ and teacher educators’ lives
Associations between the awakening responses of salivary α-amylase and cortisol with self-report indicators of health and wellbeing among educators
Language teachers’ coping strategies during the Covid-19 conversion to online teaching
Socially distanced teaching
The Development of the Santa Clara Brief Compassion Scale
From the Field
Distance Education for Students with Special Needs in Primary Schools in the Period of CoVid-19 Epidemic
A Meta-Analysis of Special Education Teachers' Burnout
Compassionate love for close others and humanity
| Citation velocity | historical |
|---|---|
| Highly cited | No |