Special education administrator stress: the interplay of personal characteristics, job demands, and resources

Abstract

The overarching goal of the study was to add to the limited body of research that guides school districts in hiring and retaining engaged special education administrators (SEAs) by examining the relationship of personal characteristics, job demands and job resources and supports and how those variables impact Burnout. The research focused on the relationship between workplace resources and supports, such as workload, control, fairness, reward, community, and alignment of personal values, on the special education administrator’s experience of Burnout and job engagement. Additionally, the study considered whether that impact varied with individual characteristics of the administrator or of the school system. Two standardized instruments were used to collect data via online survey: one to measure occupational Burnout in individuals to determine degree of administrator Burnout and another to explore the multiple areas of work-life stressors. In addition, four open-ended questions were included in order to add detail and depth to survey data. The SEAs reported high levels Emotional Exhaustion, Depersonalization and Personal Achievement. The overwhelming workload of the role was well-established: however, workload alone was not a consistent indicator of Burnout. When combined with misaligned organizational values, a lack of control, an unsupportive social network or some combination of these factors, job Burnout was increasingly likely to take root. The study found the only demographic factors significantly related to SEA engagement were the years in the profession, the size of the school district, and the level of need of the children enrolled in the district.