Workload Manageability Among Novice Special and General Educators: Relationships With Emotional Exhaustion and Career Intentions

Elizabeth Bettini, Nathan Jones, Mary Brownell, Maureen Conroy, Yujeong Park, Walter Leite, Jean Crockett, Amber Benedict

Research output: Contribution to journalArticlepeer-review

20 Scopus citations

Abstract

Novice special educators (those in their first 3 years) consistently report their workloads are unmanageable. Yet, it is not clear whether their perceptions of workload manageability contribute to outcomes of concern such as emotional exhaustion (a component of burnout) or intentions to continue teaching in their schools and districts. This pilot investigation used structural equation modeling to analyze data collected for the Michigan Indiana Early Career Teacher Study. We found (a) novice elementary and middle school special educators rated their workloads less manageable than novice elementary and middle school general educators; (b) novice special and general educators’ ratings of workload manageability predicted emotional exhaustion, which mediated a relationship between workload manageability and career intentions; and (c) the magnitude of the relationships was stronger for novice general educators. Results have implications for supporting and retaining novice special and general education teachers.

Original languageEnglish (US)
Pages (from-to)246-256
Number of pages11
JournalRemedial and Special Education
Volume38
Issue number4
DOIs
StatePublished - Jul 1 2017
Externally publishedYes

Keywords

  • beginning teachers
  • personnel preparation
  • preparation
  • special education leadership
  • teacher(s)
  • workload

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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