Date of Award
4-29-2002
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Patricia R. Whitfield, Ph.D.
Second Advisor
Ruth L. Meese, Ph.D.
Third Advisor
Stephen C. Keith, Ed.D
Abstract
Burnout and attrition among special education teachers has become a major problem in public schools today. Stress in the classroom, stemming mostly from inappropriate student behaviors, is one of the key sources of teacher burnout. Disciplinary styles and self-efficacy contribute to the risk of burnout. The authoritative disciplinary style is ideal in the classroom. Teachers work with students and negotiate with them, and the students develop a sense of responsibility in the classroom. Teachers who have a high sense of self-efficacy generally adopt the authoritative approach and have a lower degree of burnout. The results of this study indicate that authoritative secondary special education teachers who have a high sense of teaching efficacy and personal teaching efficacy have lower degrees of depersonalization and higher degrees of personal accomplishment as related to stress and burnout.
Recommended Citation
Wall, Ashley E., "Relationship of Secondary Special Educators' Disciplinary Style to Teacher Burnout and Teacher Self-Efficacy" (2002). Theses & Honors Papers. 282.
https://digitalcommons.longwood.edu/etd/282
