CORRELATION BETWEEN TEACHERS' ATTITUDES, PERCEPTIONS AND CONCERNS ABOUT INCLUSIVE EDUCATION AND JOB SATISFACTION AND BURNOUT

Stavriani Stavraka, Stylianos Kaprinis

Abstract


Teachers have been identified as a high-risk group for developing burnout syndrome, particularly those working with SEND pupils, as the responsibilities and emotional demands of the job are particularly increased. The study explored the possible association between teachers' attitudes, perceptions and concerns about the inclusion of SEND pupils and perceived levels of burnout and job satisfaction. In addition, the study examined whether there were factors that predicted teachers' burnout and job satisfaction. The sample of the present study consisted of 163 teachers and for the purposes of the study (a) the Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised (SACIE-R), (b) the Brayfield-Rothe General Index of Job Satisfaction and (c) the Maslach Burnout Inventory - Educators Survey (MBI-ES) were used. The results revealed that Greek teachers generally maintain a positive attitude towards the inclusion of SEND students. The highest levels of positive attitudes and lowest levels of concern were found in teachers with specialized studies in Special Education. A significant positive correlation was observed between positive attitudes towards inclusion and job satisfaction, suggesting that teachers who view inclusion in a positive way tend to be more satisfied with their jobs. In addition, teachers who exhibit more worries and negative attitudes tend to experience higher levels of emotional exhaustion, which may lead to burnout. Linear regression analysis identified negative emotions and concerns towards inclusion as significant predictors of emotional exhaustion. Further linear regression analysis identified positive emotions and positive attitudes towards inclusion as significant predictors of personal achievement. Finally, inclusion attitudes appeared to be a significant predictor of depersonalization.

 

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inclusive education, teachers’ attitudes, job satisfaction, teachers’ burnout

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