Jennett Heather K, Harris Sandra L, Mesibov Gary B
Douglass Developmental Disabilities Center, Division of Research and Training, Rutgers, The State University of New Jersey, New Brunswick, NJ 08901, USA.
J Autism Dev Disord. 2003 Dec;33(6):583-93. doi: 10.1023/b:jadd.0000005996.19417.57.
Variables that may be related to burnout in teachers of students with autism, including commitment to an underlying philosophy of a treatment and professional self-efficacy, were explored. Teachers using one of two different treatment approaches to autism participated: those using Applied Behavior Analysis (n = 34), and those using TEACCH (Treatment and Education of Autistic and Related Communication-Related Handicapped Children) (n = 30). Participants completed the Autism Treatment Philosophy Questionnaire, developed by the authors to differentiate between the philosophy of the approaches; Teacher Efficacy Scale, and Maslach Burnout Inventory. Results indicate a significant difference in philosophical commitment between the groups, but no differences in teaching efficacy or burnout. The relationship between a commitment to one's teaching approach and certain dimensions of teaching efficacy and burnout was found to be significant. Implications include the need for adequate training of teachers of students with autism.
本研究探讨了可能与自闭症学生教师职业倦怠相关的变量，包括对某种治疗理念的认同度和职业自我效能感。使用两种不同自闭症治疗方法之一的教师参与了研究：采用应用行为分析的教师（n = 34）和采用TEACCH（自闭症及相关沟通障碍儿童的治疗与教育）的教师（n = 30）。参与者完成了由作者编制的自闭症治疗理念问卷，以区分两种治疗方法的理念差异；教师效能感量表和马氏职业倦怠量表。结果表明，两组教师在理念认同度上存在显著差异，但在教学效能感或职业倦怠方面没有差异。研究发现，对教学方法的认同度与教学效能感和职业倦怠的某些维度之间存在显著关系。这意味着需要对自闭症学生的教师进行充分培训。
