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This study examined whether school climate, attitudes toward mainstreaming, locus of control, personality variables, and demographic variables were related to teacher burnout in special education teachers. Two studies were conducted. The initial study examined stress in special education and regular education teachers (n = 115). The stress levels appeared to be similar in the two groups. The second study was a more focused attempt to obtain additional relevant information which may predict stress and burnout (n = 40). The results indicated that role conflict, attitudes toward mainstreaming, personality variables, and demographics were in part predictive of teacher burnout. The finding also indicated that teachers with higher career aspirations in special education or specialist qualifications had more positive attitudes toward mainstreaming, but suffered from higher stress due to emotional exhaustion. The findings are consistent with results of previous studies dealing with commitment, job satisfaction and teachers' attitudes toward mainstreaming. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1997 .S555. Source: Masters Abstracts International, Volume: 37-01, page: 0022. Adviser: Larry Morton. Thesis (M.Ed.)--University of Windsor (Canada), 1997.
Simone, David S., "Determinants of burnout in special education teachers." (1997). Electronic Theses and Dissertations. 1676.