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Path Analysis of psychological Burnout, Resilience, Empowerment, and Job Satisfaction, among Teachers in Specialized Daycare Centers for Young Children with Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2018, 19(4), pp.219-240
  • DOI : 10.19049/JSPED.2018.19.4.10
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : November 12, 2018
  • Accepted : December 24, 2018
  • Published : December 31, 2018

kim Jung Eun 1 정회정 1

1한국국제대학교

Accredited

ABSTRACT

The purpose this study was to explore the casual relation between psychological burnout between intention and influencing factors among teachers in specialized daycare centers for young children with disabilities. The sample included 156 teachers who were doing in specialized daycare centers for young children with disabilities. The results of study were as follows. First, resilience, empowerment, and job satisfaction affected psychological burnout, and these variables explained psychological exhaustion in 43.5%. Second, it was found that the resilience and empowerment of the teachers of the children with disabilities affect psychological burnout through the medium of job satisfaction. Third, the indirect effect of job satisfaction through the medium of job satisfaction rather than the direct effect of resilience and empowerment on psychological burnout. In other words, it can be seen that job satisfaction can act as a parameter in the process in which the resilience and empowerment of the teachers in the children's homes with disabilities can affect psychological progress. These results should be developed to enhance the quality of education for children with disabilities by enhancing the level of resilience and empowerment of teachers at children with disabilities, thereby improving satisfaction with their jobs and lowering the level of psychological burnout.

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