Finding out the situation of special education teacher's teaching efficacy, social support, job burnout and their correlation. Adopting cluster sampling, survey 274 special education teacher in Chongqing.Result: special education teacher's teaching efficacy, social support, job burnout present significant difference on sex, teaching ages, education;special teacher's job burnout with teaching efficacy and social support present negative correlation significantly, teaching efficacy and Subjective support present positive correlation significantly, but teaching efficacy and support availability present negative correlation significantly.

Research on Special Education Teacher's Teaching Efficacy, Social Support and Job Burnout

Proactive coping is a positive,future-oriented way of coping.This study,by using a questionnaire to survey 238 teachers from special education schools,aims to explore the relationship between special education teachers' proactive coping,the social support of them,and their job involvement.The results show that proactive coping has a partially mediating effect on the relationship between the social support of these teachers and their job involvement,and that proactive coping and social support serve as the factors that promote the active work of these teachers.

On the Relationship Between Special Education Teachers' Proactive Coping,Social Support and Job Involvement

This study,by using a self-devised questionnaire to survey the current professional development of 217 special education teachers in Sichuan Province,aims to explore its relationship with their job burnout. The results are as follows: the special education teachers show an intermediate level of emotional identity with their profession; the special education schools emphasize teacher training,especially the short-term training; there is a conflict between the contents of teacher training and the expectations of those teachers who receive training; the special education teachers show a significant difference in their professional competency owing to their gender and the frequency of their training; the biggest problem for them is their heavy work load; the more training opportunities they have,the lower level of job burnout they experience; and their professional competency has a negative effect on their job burnout.

The Special Education Teachers' Current Professional Development in Sichuan Province and Its Relationship with Their Job Burnout

In this study,284 special education teachers are tested using the Job Stress Checklist,Coping Strategy Test for special education teachers and Teachers Job Burnout questionnaire by Maslach.The results indicate that the total average score of female teachers(2.78±0.44)is higher than that of male teachers(2.52±0.62).The age differences of job stress of special education teachers are significant,and the level of professional stress of 30-39-year-old teachers(2.83±0.60)is the highest,that of those younger than 30 years old(2.70±0.45)is the second,and that of those older than 40 years old(2.34±0.39)is the lowest.The results also reveal that the coping strategies that special education teachers adopt when they are faced with stress and frustration primarily are problem-solving(0.79±0.20),attention-transferring(0.61±0.24)and help-seeking(0.62±0.20).Meanwhile,the job burnout of special education teachers is severe,and those who suffer severe emotion alexhaustion,depersonalization and low personal accomplishment account for 17.6%,9.9% and 12.8%,respectively.The results also show that the factors of job stress could help positively predict the job burnout of special education teachers,and such coping strategies as problem-solving,attention-transferring and rationalization could negatively predict job burnout.

Job Stress,Coping Strategies,and Job Burnout of Special Education Teachers

This study aims to explore the relationship between burnout and the quality of life,as well as the mediating effect of social support,by using cluster random sampling,the Maslach Burnout Inventory(MBI),the World Health Organization Quality of Life(WHOQOL)-BREF,and the Social Support Rating Scale to survey 141 special education teachers in Guizhou Province.The results show the following: the special education teachers show a general level of burnout and quality of life;social support shows a significant correlation with their quality of life and burnout,and there is a negative correlation between their quality of life and burnout;social support plays a partially intermediary role in the relationship between their emotional exhaustion,reduced personal accomplishments and quality of life,as well as a completely intermediary role in the relationship between their depersonalization and quality of life.The article concludes that emotional exhaustion,reduced personal accomplishments and social support are significant predictive variables for the special education teachers' quality of life,and that social support plays a partially intermediary role in the relationship between their burnout and quality of life.

On the Effect of Special Education Teachers' Burnout on Their Quality of Life:the Mediating Effect of Social Support

In order to provide references for further studies, this study attempts to summarize and present the current research situation regarding professional burnout among Chinese special education teachers on the basis of bibliometric analysis of academic articles about this topic in mainland China from 2007 to 2017. The findings are as follows: (1) there has been a significant increase in the number of articles and centralized distribution of research results; (2) limited research subjects and the lack of a research team are problems to be solved in the future; (3) there are limited research methods and constant expansion of the research content in the current research. According to the research situation, the following suggestions are proposed for follow-up research studies: (1) accelerating the construction of a research team and forming a stable research force; (2) expanding multidisciplinary and cross-system cooperation in research; (3) enriching research content and paying more attention to job burnout among special education staff in different areas and intervention strategies to improve the situation concerning SETs’ professional burnout. 2672-8141 © 2020 Published by European Publisher.

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A Review Of Research On Professional Burnout Of Special Pedagogues In China

ABSTRACT The family is described as a complex system of relationships and functions of individual members. If a child with a disability is present in the family, this is an important characteristic of the family that affects the functioning of the family system. At an early age, children with disabilities are dependent on a certain level of family support that is proportional to the type and extent of their disability. The level of support subsequently affects the quality of life of the family. The literature study aimed to characterize and analyze available research on the quality of life in families with a disabled child in China. The search for relevant resources for this study was carried out in China’s National Knowledge Infrastructure (CNKI), Wanfang Data, and VIP databases. The search strategy was based on the following construct: (a) the quality of life of the family; (b) AND parent OR carer OR mother OR father; (c) AND disab * OR disability OR special needs; (d) AND AB = children OR child OR student OR infant. This review consolidates the empirical research to date on families’ quality of life and outlines areas of research for further exploration.

Guo Ling

Papers

A Review Of Research On Professional Burnout Of Special Pedagogues In China

Families who have a child with a disability: a literature review of quality of life issues from a Chinese perspective