Zarafshan Hadi, Mohammadi Mohammad Reza, Ahmadi Fatemeh, Arsalani Akram
BAVAR Iranian Autism Center, Tehran, Iran.
Iran J Psychiatry. 2013 Mar;8(1):20-7.
Teachers often experience burnout and challenges during their active career. Different studies have shown that those directly involved with teaching children with special needs are more subject to burnout. Due to advance screening tools, more children with autism are now diagnosed and involved in special education. The aim of the present study was to investigate the professional burnout in teachers of children with autism compared to teachers of other children with special needs.
Casual Comparative study design was used for this research. Three self-reported measures (Maslach Burnout Inventory, Job Descriptive Index, and General Health Questionnaire) were distributed; clustered sampling selection was conducted to select participants. Ninety three female teachers (32 teachers of children with autism, 30 teachers in schools for deaf and 31 for teachers of children with mental retardation) from 12 schools located in 4 districts of Tehran were selected. Pearson's and Spearman's correlation statistical tests, analysis of variances and regression were used to analyze the results.
Results of the current study revealed a significant difference in criterion validity between the three groups of teachers The three groups were different in terms of general health (p=0.010), emotional exhaustion (p=0.005) and depersonalization (p<0.001); however considering other variables no significant differences were observed. Comparison between groups showed that the average scores of teachers of children with autism were significantly higher than teachers of deaf and hard of hearing and mentally retarded children in general health, fatigue, and depersonalization variables. No significant differences were observed in average scores of teachers for mentally retarded and deaf children.
Female teachers' of children with autism are experiencing significantly higher levels of burnout and general mental health problems compared to teachers of children with other disabilities requiring special education.
教师在其职业生涯中经常会经历职业倦怠和挑战。不同研究表明，直接参与特殊需求儿童教学的教师更容易出现职业倦怠。由于有了先进的筛查工具，现在更多的自闭症儿童被诊断出来并参与特殊教育。本研究的目的是调查与其他特殊需求儿童的教师相比，自闭症儿童教师的职业倦怠情况。
本研究采用事后比较研究设计。发放了三项自我报告测量工具（马氏职业倦怠量表、工作描述指数和一般健康问卷）；采用整群抽样选择参与者。从德黑兰4个区的12所学校中选取了93名女教师（32名自闭症儿童教师、30名聋校教师和31名智障儿童教师）。使用皮尔逊和斯皮尔曼相关统计检验、方差分析和回归分析结果。
本研究结果显示，三组教师在效标效度上存在显著差异。三组教师在总体健康状况（p = 0.010）、情感耗竭（p = 0.005）和去个性化（p < 0.001）方面存在差异；然而，考虑其他变量时未观察到显著差异。组间比较表明，自闭症儿童教师在总体健康、疲劳和去个性化变量方面的平均得分显著高于聋哑和智障儿童教师。智障儿童教师和聋哑儿童教师的平均得分未观察到显著差异。
与其他需要特殊教育的残疾儿童的教师相比，自闭症儿童的女教师职业倦怠水平和总体心理健康问题显著更高。
