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Emotional Labor, Psychological Burnout, Instructional Efficiency, and Social Support of Special Education Teachers in Preschools, Elementary Schools, and Secondary Schools: A Latent Mean Analysis

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2021, 22(1), pp.79-107
  • DOI : 10.19049/JSPED.2021.22.1.04
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : February 9, 2021
  • Accepted : March 15, 2021
  • Published : March 31, 2021

PARK, KYOUNG-OCK 1,  Jiyeon Kim 2

1대구대학교
2한국체육대학교

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ABSTRACT

[Purpose] This study examines the differences between the latent means of emotional labor, psychological burnout, instructional efficiency, and social support in special education teachers, depending on the school level at which they are employed (i.e., preschool, elementary & secondary). [Method] We analyzed online survey data involving 695 special education teachers nationwide. Descriptive statistics were employed, and a correlation analysis was conducted. We then confirmed whether variables measuring the level of emotional labor, psychological burnout, instructional efficiency, and social support were latent variables. A latent mean analysis was conducted to determine whether there is any differences between the latent variables for each group of special education teachers. [Results] First, surface acting of emotional labor was significantly more common in preschool teachers than in secondary teachers. Second, in terms of emotional exhaustion in psychological burnout, preschool and elementary teachers were higher than secondary teachers and showed a moderate effect size. On the other hand, in terms of psychological burnout, personal achievement was lower in secondary teachers than in elementary teachers. Third, in terms of student guidance efficiency and work relationship efficiency, preschool and elementary teachers were lower than those seen in secondary teachers. Fourth, in terms of emotional and information support, preschool and elementary teachers had less support than secondary teachers. [Conclusion] Using the results of the study, differences between emotional labor, psychological burnout, instructional efficiency and social support in special education teachers at different school levels were discussed. Suggestions regarding the preparation of support policies for special education teachers of the future were also made.

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This paper was written with support from the National Research Foundation of Korea.
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