Coman, D., Alessandri, M., Gutierrez, A. et al. (2013). Commitment to Classroom Model Philosophy and Burnout Symptoms among High Fidelity Teachers Implementing Preschool Programs for Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 43, 345-360.
https://doi.org/10.1007/s10803-012-1573-1

has been cited by the following article:

• TITLE: A Study of the Relationship between Burnout and Social Support among Special Education Teachers in China

  AUTHORS: Nana Ran

  KEYWORDS: Special Education Teacher, Burnout, Social Support

  JOURNAL NAME: Open Journal of Social Sciences, Vol.12 No.1, January 30, 2024

  ABSTRACT: The comprehensive promotion of high-quality development in special education relies on the key factor of teacher construction. This study aims to systematically gain a deeper understanding of the factors influencing burnout in special education teachers and explore the relationship between social support and special education teachers’ burnout. Through a survey of 357 special education teachers, the study found that 1) there are significant differences in the degree of burnout among special education teachers with different ages, teaching ages, titles, and professional backgrounds; 2) there are significant differences in the Cynicism dimension of burnout among special education teachers with different academic qualifications; and 3) social support negatively predicted burnout among special education teachers, with a significant negative correlation between the two dimensions.