A Longitudinal Mixed Methods Investigation of Special Educator Stress in the Northwest Region of the United States

Abstract

Special education teachers provide individualized support for students with disabilities appropriately and equitably to access the opportunity to learn. Unfortunately, research indicates special educators are at a greater risk of burnout compared to their general education counterparts. To understand better the lived experience of special educators, we implemented a longitudinal convergent mixed methods research design that took place across 2 school years and involved 18 special education teachers providing services in the Northwest region of the United States. Objectives of the study were (a) to examine the longitudinal dynamics of special educators’ work experiences, both positive and stressful aspects, (b) to identify and to analyze the key sources contributing to special educators’ reported positive and stressful experiences, and (c) to compare quantitative measures of stress and burnout with qualitative insights. Qualitative findings indicated an overextended workload and lack of social support from administration was commonly reported, while working with students with disabilities often was a source of satisfaction. Quantitative findings identified low aggregated scores of cynicism/depersonalization compared to typical teacher samples (i.e., general education teachers). Across time, there was no significant change of measures of burnout or stress. Convergence of qualitative and quantitative data suggests commonly used quantitative measures in this paradigm might not capture the unique experiences of special education teachers. According to findings, future research should continue to investigate effective ways to measure stress and burnout for special education teachers. In addition, more research is needed to understand how perceived social support from school and district administrators might mitigate experience of stress of special education teachers.