Date of Award


Degree Type


Degree Name

Master of Science


Liberal Studies

First Advisor

Patricia R. Whitfield, Ph.D.

Second Advisor

Ruth L. Meese, Ph.D.

Third Advisor

Stephen C. Keith, Ed.D


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.



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