Job Demands and Resources as Predictors of Burnout Dimensions in Special Education Teachers

ICD-11 classifies burnout as a work-related issue arising from chronic workplace stress that has not been successfully managed. According to the Job Demands/Resources Model, job demands represent sources of stress and job resources may buffer the impact of job demands on job strain. Since every profession has its specific spectre of work demands/resources related to stress development, the aim of this study was to examine a model predicting workplace burnout dimensions (emotional exhaustion-EE, depersonalisation-DP, personal accomplishment-PA) in special educational needs (SEN) and general education (GE) teachers, with job demands representing potential "risk factors" and job resources potential "protective factors".

The study involved 116 SEN teachers from eight primary schools for children with learning difficulties and a sample of 145 teachers from general primary schools in the Belgrade region, which was balanced according to the representation of the main demographic variables in the SEN group. The Maslach Burnout Inventory and Job Characteristics Questionnaire were the instruments employed.

No difference was found between SEN and GE teachers in the intensity of burnout dimensions. In the SEN group, Changes were the predictors of all three burnout dimensions, Work environment for EE and DP, Emotional demands and Support from colleagues for EE, Cognitive/Quantitative for PA, and Job control for PA. Concerning the GE group, Support from colleagues predicted all three dimensions, Job control EE and DP, Cognitive/Quantitative DP and PA, Changes DP, and Role conflict and Seniority EE.

The results of the study provide a foundation for further testing of a hypothetical predictive model of burnout with job demands as direct predictor and job resources as mediators of this relation.