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Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes

by Yu, Yue , McGrew, John H. , Wong, Venus W. , Ruble, Lisa A.

in Autism / Autistic children / Beginning Teachers / Burnout / Classroom communication / Correlation / Demographic aspects / Depersonalization / Diagnostic Tests / Early Childhood Education / Educational programs / Educational Quality / Fatigue / Indirect effects / Individualized Education Programs / Instructional Effectiveness / Learner Engagement / Learning / Learning outcomes / Longitudinal Studies / Measures (Individuals) / Observation / Occupational stress / Outcomes of Education / Parent Teacher Cooperation / Pervasive Developmental Disorders / Preschool Children / Psychological aspects / Randomized Controlled Trials / Regression (Statistics) / Shortages / Special Education / Special Education Teachers / Statistical Analysis / Statistics / Stress / Stress (Psychology) / Stress Variables / Student Behavior / Student Motivation / Student Needs / Student Participation / Students / Studies / Surveys / Teacher Burnout / Teachers / Teaching / Workforce / Young Children

2017

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Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes

by Yu, Yue , McGrew, John H. , Wong, Venus W. , Ruble, Lisa A.

2017

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Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes

by Yu, Yue , McGrew, John H. , Wong, Venus W. , Ruble, Lisa A.

2017

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Journal Article

Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes

Yu, Yue,

McGrew, John H.,

Wong, Venus W.,

Ruble, Lisa A.

2017

Overview

Teacher stress and burnout have a detrimental effect on the stability of the teaching workforce. However, the possible consequences of teacher burnout on teaching quality and on student learning outcomes are less clear, especially in special education settings. We applied Maslach and Leiter’s (1999) model to understand the direct effects of burnout on teaching in general and stress arising from interaction with a specific student on the individualized education program (IEP) outcomes of young children with autism spectrum disorder. We also examined indirect effects through teaching quality and student engagement. The results indicated that one of the three components of burnout—teacher personal accomplishment—was directly related to IEP outcomes, a distal effect, whereas stress was directly related to teaching quality and student engagement, which were more proximal effects. In addition, teacher stress, emotional exhaustion, and depersonalization had indirect effects on IEP outcomes through teaching quality and student engagement.

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Publisher

SAGE Publications,Sage Publications, Inc,SAGE PUBLICATIONS, INC

Subject

Autism

/ Autistic children

/ Beginning Teachers

/ Burnout

/ Classroom communication

/ Correlation

/ Demographic aspects