Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 7-Day Trial for You or Your Team.

Learn More →

BREATHE-EASE Goals for Reducing Special Education Teacher Burnout

BREATHE-EASE Goals for Reducing Special Education Teacher Burnout Burnout is the leading cause of the special education teacher shortage. A burnout intervention adapted for teachers was tested in two studies. Study 1 used a randomized design; Study 2 was a pre-post design. In Study 1, 44 teachers were randomized into the intervention or an active control. To enhance impact, for Study 2, personal goal-setting was added, and the intervention was renamed BREATHE-EASE (Burnout Reduction: Enhanced Awareness, Tools, Handouts, and Education–Evidence-Based Activities for Educators) Goals and evaluated with a different cohort of 42 teachers. Teachers completed assessments of social support, coping, and mindfulness. For Study 1, a medium to large nonsignificant effect for reduced emotional exhaustion (η2 = .087) was found based on a per-protocol analysis of attending at least two sessions. For Study 2, emotional exhaustion was reduced (d = 0.45), and mindfulness (d = 0.39) and coping (d = 0.78) skills were improved. The findings offer a promising approach for special education teacher burnout and intrapersonal skills. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children SAGE

BREATHE-EASE Goals for Reducing Special Education Teacher Burnout

Download PDF
21 pages

Loading next page...
 
/lp/sage/breathe-ease-goals-for-reducing-special-education-teacher-burnout-vVbRUS5Q09

References (71)

Publisher
SAGE
Copyright
© 2024 Teacher Education Division of the Council for Exceptional Children
ISSN
0888-4064
eISSN
1944-4931
DOI
10.1177/08884064241288262
Publisher site
See Article on Publisher Site

Abstract

Burnout is the leading cause of the special education teacher shortage. A burnout intervention adapted for teachers was tested in two studies. Study 1 used a randomized design; Study 2 was a pre-post design. In Study 1, 44 teachers were randomized into the intervention or an active control. To enhance impact, for Study 2, personal goal-setting was added, and the intervention was renamed BREATHE-EASE (Burnout Reduction: Enhanced Awareness, Tools, Handouts, and Education–Evidence-Based Activities for Educators) Goals and evaluated with a different cohort of 42 teachers. Teachers completed assessments of social support, coping, and mindfulness. For Study 1, a medium to large nonsignificant effect for reduced emotional exhaustion (η2 = .087) was found based on a per-protocol analysis of attending at least two sessions. For Study 2, emotional exhaustion was reduced (d = 0.45), and mindfulness (d = 0.39) and coping (d = 0.78) skills were improved. The findings offer a promising approach for special education teacher burnout and intrapersonal skills.

Journal

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children – SAGE

Published: Feb 1, 2025

Keywords: special education teacher burnout; randomized trial; BREATHE-EASE; burnout intervention; goal setting

There are no references for this article.