This study aims to examine the occupational burnout levels of teachers working in special education and rehabilitation centers affiliated with the Ministry of National Education regarding socio-demographic variables, job satisfaction, and general self-efficacy levels.
The descriptive method and relational scanning model were used in the study. The research group consists of 297 females and 155 males. This total of 452 teachers participated in the Special Education Specialist Training Course in Aydin/Kusadasi, Mersin, and Erzurum provinces between 04/20/2015 and 07/10/2015 for participants in different cities of Turkey. A Personal Information Form created by the researchers, along with the Burnout Scale-Short Form (BS-SF), Minnesota Job Satisfaction Scale, and General Competence Belief Scale (GCBS) were used in the research. In the analysis of the data, t-test, One-Way Analysis of Variance (ANOVA), Pearson correlation coefficient, and multiple regression analysis were used.
As a result of the analysis, significant negative correlations were found between teachers’ occupational burnout levels and levels of job satisfaction and general competence beliefs. Also, job satisfaction and general competence belief levels together were a significant precursor of occupational burnout levels.
Implications for Research and Practice:
The work environment of special education teachers should be improved, and they should be provided social opportunities. The emphasis should be on family education studies. The burden of special education teachers should be reduced by providing the necessary counseling and guidance services for families parenting children with disabilities.
Keywords: Occupational Burnout, Job Satisfaction, General Self-Efficacy, Special Education Teachers