ERIC Number: EJ1379197
Record Type: Journal
Publication Date: 2023-Jun
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1063-4266
EISSN: EISSN-1538-4799
Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders
Kristen L. Granger; Kevin S. Sutherland; Maureen A. Conroy; Emma Dear; Ashley Morse
Journal of Emotional and Behavioral Disorders, v31 n2 p144-153 Jun 2023
This article will provide a brief reflection on Garwood's summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of students with emotional and behavioral disorders (EBDs) through the lens of BEST in CLASS (a Tier 2 intervention supporting teacher's use of evidence-based practices with students with or at risk for EBD). This summary will (a) outline the theoretical structure that supports how BEST in CLASS may improve teacher-student relationships and reduce teacher burnout, (b) demonstrate the influence of BEST in CLASS on teacher burnout in a sample of elementary school teachers and discuss findings, (c) propose that researchers consider burnout within the context of dynamic classroom systems, and (d) link these suggestions to theoretical frameworks. We conclude with a discussion of Garwood's call to action and implications for future research.
Descriptors: Teacher Burnout, Emotional Disturbances, Behavior Disorders, Students with Disabilities, Special Education Teachers, Intervention, Teacher Student Relationship, Elementary School Teachers, Classroom Techniques, Program Implementation, Fidelity
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Related Records: ED628149
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A150246; R305A180182