Causes and Effects of Occupational Fatigue Among Special Education Teachers

Abstract

This study explores the multifaceted nature of occupational fatigue among special education teachers, highlighting its manifestation through low performance, lack of motivation, emotional exhaustion, and a sense of monotony. In the research, phenomenology design within qualitative methodology was utilised. The study group consists of a total of 10 special education teachers working in 7 different schools in the provincial centre of Düzce, who were determined by convenient sampling technique. In the study, data were collected face-to-face with a semi-structured interview form in the autumn term of the 2023-2024 academic year. Content analysis was used to analyse the data. As a result of the analysis, a total of three main themes were identified. These themes are "Definition and Symptoms of Occupational Fatigue", "Causes and Sources of Occupational Fatigue" and "Occupational and Personal Effects of Occupational Fatigue". According to the findings, special education teachers experience professional fatigue due to difficult conditions in schools, excessive workload, and low learning speed of students. Occupational fatigue has a negative impact on the physical and mental health of special education teachers. In order to overcome this kind of fatigue, strategies such as resting, engaging in various hobbies, and orienting towards professional development are preferred. The findings of the research show that this situation has the potential to lead to more negative results if the professional fatigue of special education teachers is not eliminated.

Keywords

• Occupational fatigue
• special education
• teacher burnout

References

1. Agyapong, B., Brett-MacLean, P., Burback, L., Agyapong, V.I.O., Wei, Y. (2023) Interventions to reduce stress and burnout among teachers: a scoping review. International Journal of Environment Research Public Health. 20(9), 5625. https://doi.org/10.3390/ijerph20095625.
2. Akçin, F.N. (2021). Identification of the processes of preparing Individualized Education Programs (IEP) by special education teachers, and of problems encountered therein. Educational Research and Reviews, 17(1), 31-45.
3. Akgül, F., Çelik, İ., İkbal, Ö., Atilla, S., Kuz, İ., Keklik, G., Sadan, A. (2023). Stress experienced by special education teachers and coping with stress. International Journal of Educational Spectrum, 5(2), 78-99. https://doi.org/10.47806/ijesacademic.1279678
4. Aktan, O. (2020). Determination of educational needs of teachers regarding the education of inclusive students with learning disability. International Journal of Contemporary Educational Research, 7(1), 149-164. https://doi.org/10.33200/ijcer.638362.
5. Alexander, A.M. (2020). Only you can prevent burnout? factors influencing job satisfaction among special education teachers. Master Thesis, Bethel University.
6. Algozzine, B. & Ysseldyke, J. (2003). The fundamentals of special education. California: Corwin Press.
7. Ardıç, K., & Polatçı, S. (2008). Tükenmişlik sendromu akademisyenler üzerinde bir uygulama (GOÜ Örneği). Gazi Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 10(2), 69-96.
8. Argon, T. & Koçak, S. (2019). Öğretmenlerin mesleki yorgunluğu. Turkish Studies, 14(4), 2043-2069.

9. Arı, G. S. & Bal, E. Ç. (2008). Tükenmişlik kavramı: Birey ve örgütler açısından önemi. Celal Bayar Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 37(2), 61-82
10. Arslan, N. (2018). Psikolojik danışmanlarda tükenmişlik: Nitel araştırma örneği. OPUS International Journal of Society Researches, 8(15), 1005-1021.
11. Başaran, İ. (2001). Özel eğitim kurumlarında çalışan öğretmenlerin çalışma koşulları. Ege Eğitim Dergisi, 1(1), 41-53.
12. Billingsley, B., Bettini, E., Mathews, H. M., & McLeskey, J. (2020). Improving working conditions to support special educators’ effectiveness: a call for leadership. Teacher Education and Special Education, 43(1), 7-27. https://doi.org/10.1177/0888406419880353.
13. Bozgeyikli, H. (2016). Özel eğitim öğretmenlerinin çalışma yaşamı kalitelerinin demografik özellikler açısından incelenmesi. Uluslararası Güncel Eğitim Araştırmaları Dergisi, 2(1), 94-110.
14. Caldwell, J.A., Caldwell, J.L., Thompson, L.A. & Lieberman, H.R. (2019). Fatigue and its management in the workplace. Neuroscience & Biobehavioral Reviews, 96, 272-289.
15. Cancio, E. J., Larsen, R., Mathur, S. R., Estes, M. B., Johns, B., & Chang, M. (2018). special education teacher stress: coping strategies. Education and Treatment of Children, 41(4), 457–482.
16. Fore, C., Martin, C., & Bender, W. N. (2002). Teacher burnout in special education: the causes and the recommended solutions. The High School Journal, 86(1), 36–44.
17. Güleç-Aslan, Y., Özbey, F., Sola-Özgüç, C., Cihan, H. (2014). Vaka araştırması: Özel eğitim alanında çalışan öğretmenlerin sorunları ve ihtiyaçları. Journal of International Social Research, 7(31), 639-654.
18. Günbayı, İ. (2014). Job stressors and their effects on academic staff: a case study. International Journal on New Trends in Education and Their Implications, 5(4), 58-73.
19. Hablemitoğlu, Ş. & Özmete, E. (2012). Sosyal çalışmacıların yaşam kalitesi: Şefkat yorgunluğu, tükenmişlik, stres kaynakları, iş tatmini ve kariyer olanakları. Ankara Sağlık Bilimleri Dergisi, 171-204.
20. Hagenest, T.S., Carstensen, B., Weber, K., Jansen, T., Meyer, J., Köller, O. & Klsumann, U. (2023). Teachers’ emotional exhaustion and job satisfaction: How much does the school context matter? Teaching and Teacher Education, 136, 14360. https://doi.org/10.1016/j.tate.2023.104360.
21. Hascher, T. & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 100411. https://doi.org/10.1016/j.edurev.2021.100411.
22. Himmetoğlu, B., Shıkhkamalova, V., & Bayrak, C. (2022). Özel eğitim öğretmenlerinin karşılaştıkları sorunlar ve bu sorunların çözümünde okul yöneticilerinin rolü. Trakya Journal of Education, 12(3), 1597-1618.
23. Hogue, L.B. (2022). Making caseloads manageable: a mixed methods study of special education resource teachers. Doctoral Dissertation, University of Nevada.
24. Işıkhan, V. (2017). Özel eğitim alanında çalışan personelin tükenmişlik düzeylerine etkide bulunan faktörlerin incelenmesi. Toplum ve Sosyal Hizmet, 28(1), 7-25.
25. Jeon, H.J., Diamond, L., McCartney, C., Kwon, K.A. (2022). Early childhood special education teachers' job burnout and psychological stress. Early Education and Development. 33(8),1364-1382. https://doi.org/10.1080/10409289.2021.1965395
26. Kalekin-Fishman, D. (1986). Burnout or alienation? A context specific study of occupational fatigue among secondary school teachers. Journal of Research & Development in Education, 19(3), 24–34.
27. Kazu, İ. Y. & Yıldırım, D. (2021). Mesleki tükenmişlik: etki eden faktörler, belirtileri ve sonuçları. JRES, 8(2), 462-473.
28. Kırmızıgül, H.G. (2022). Teachers' experiences, problems and solutions regarding special education and inclusive education in secondary school mathematics lessons: The case of Türkiye. International Journal of Educational Studies in Mathematics, 9(4), 219-232.
29. Kocaman A. (2018). Özel eğitim okullarında çalışan öğretmenlerin tükenmişlik düzeyleri ile sınıf yönetimi becerileri arasındaki ilişki. Yüksek Lisans Tezi, Çanakkale Onsekiz Mart Üniversitesi, Çanakkale.
30. Park, E.Y. & Shin, M. (2020). A meta-analysis of special education teachers’ burnout. SAGE Open, 1-18. https://doi.org/10.1177/21582440209182
31. Pyhältö, K., Pietarinen, J., Haverinen, K., Tikkanen, L. & Soini, T. (2021). Teacher burnout profiles and proactive strategies. European Journal of Psychology of Education. 36, 219–242. https://doi.org/10.1007/s10212-020-00465-6.
32. Şahin, F. & Şahin, D. (2012). Engelli bireylerle çalışan özel eğitim öğretmenlerinin tükenmişlik düzeyinin belirlenmesi. Journal of Teacher Education and Educators, 1(2), 275-294.
33. Şen, C. (2023). Investigation of burnout levels of special education teachers. Journal for the Education of Gifted Young Scientists, 11(4), 521-528. http://dx.doi.org/10.17478/jegys.1344410
34. Sharma, M. & Rush, S.E. (2014). Mindfulness-based stress reduction as a stress management intervention for healthy individuals: a systematic review. Journal of Evidence-Based Complementary & Alternative Medicine.19(4):271-286. https://doi.org/10.1177/2156587214543143.
35. Sılığ, A. (2003). Banka çalışanlarının tükenmişlik düzeylerinin çeşitli değişkenler açısından incelenmesi. Yüksek Lisans Tezi, Anadolu Üniversitesi, Eskişehir.
36. Springer, A., Oleksa-Marewska, K., Basińska-Zych, A., Werner, I., Białowąs, S. (2023). Occupational burnout and chronic fatigue in the work of academic teachers-moderating role of selected health behaviours. PLoS One. 26;18(1), e0280080. https://10.1371/journal.pone.0280080.
37. Thakur, I. (2018). Relationship between workload and burnout of special education teachers. Pakistan Journal of Distance & Online Learning, 4(1), 235-242.
38. Vaughn, S. & Linan-Thompson, S. (2003). What is special about special education for students with learning disabilities? The Journal of Special Education, 3, 140-147.
39. Vızlı, C. (2005). Görme Engelliler ilköğretim okullarında çalışan öğretmenlerle normal ilköğretim okullarında çalışan öğretmenlerin tükenmişlik düzeylerinin karşılaştırılması: Üsküdar ilçesi örneği. Yüksek Lisans Tezi, Marmara Üniversitesi, İstanbul.
40. Wisniewski, L., & Gargiulo, R. M. (1997). Occupational stress and burnout among special educators: a review of the literature. The Journal of Special Education, 31(3), 325-346. https://doi.org/10.1177/002246699703100303.
41. Yıldızoğlu, H. & Cemaloğlu, N. (2023). Examination of the relationship between teachers' organizational change fatigue levels and the organizational resilience levels of secondary education institutions, Kastamonu Education Journal, 31(2), 186-201. https://doi.org/10.24106/kefdergi.1271471
42. Youngs, B.B. (1978). Anxiety and stress—how they affect teachers, teaching. NASSP Bulletin, 62(421), 78-83. https://doi.org/10.1177/019263657806242114.
43. Zollars, I., Poirier, T.I. & Pailden, J. (2019). Effects of mindfulness meditation on mindfulness, mental well-being, and perceived stress. Currents in Pharmacy Teaching and Learning, 11(10), 1022-1028. https://doi.org/10.1016/j.cptl.2019.06.005