The Level of Psychological Burnout Among a Sample of Female Teachers in Special Needs Centers in Al-Khums Municipality

Abstract

This study aimed to examine the level of burnout among teachers working in special needs centers.

The study was conducted on a sample drawn from special needs centers in Al-Khums Municipality, including the Autism Center, the Center for the Deaf and Hard of Hearing, and the Center for Intellectual Disabilities. The total study population consisted of 120 teachers.

The findings revealed that the overall level of burnout among special needs teachers was moderate in the dimensions of emotional exhaustion and reduced personal accomplishment, while it was low in the dimension of depersonalization (emotional numbness).

Furthermore, the results indicated the presence of statistically significant differences across the three burnout dimensions attributed to the variable of teaching experience, with higher levels of well-being (i.e., lower burnout) observed among teachers with five or more years of experience.

The study concluded with a set of recommendations aimed at reducing burnout levels and enhancing the professional well-being of teachers in special education settings.