Open Access Peer-reviewed Research Article

Main Article Content

Georgia Konstantopoulou
Vlassi Dimitra
Ioanna Papakala
Renieri Styliani
Tomara Vasiliki
Maria Ioakeimidi
Antonios D. Niros corresponding author
Michail Boutis
Theodoros Iliou

Abstract

In the present work, an investigation is carried out for the burnout of Special Education Teachers and Special Support Staff, as considered necessary to investigate, to communicate this aspect of the problems caused by the pandemic. The special education teachers' sector did not have to be part of a research interest, which aroused their interest in this work. The questionnaire was made through his platform Google Forms, shared electronically in all country regions, and responded to these seventy-four people as a sample. Given the statistical results, it appeared that positive emotions largely possessed respondents; it was adaptive and optimistic despite the difficulties they faced. To ensure the reliability of the results, a corresponding one was sought content surveys to compare results and see any similarities or differences.

Keywords
special education, teacher’s secondary education, special support staff, Connor-Davidson resilience scale

Article Details

How to Cite
Konstantopoulou, G., Dimitra, V., Papakala, I., Styliani, R., Vasiliki, T., Ioakeimidi, M., Niros, A., Boutis, M., & Iliou, T. (2022). The mental resilience of employees in special education during the pandemic Covid-19. Advances in Mobile Learning Educational Research, 2(1), 246-250. https://doi.org/10.25082/AMLER.2022.01.008

References

  1. Adera, B. A., & Bullock, L. M. (2010). Job stressors and teacher job satisfaction in programs serving students with emotional and behavioural disorders. Emotional and Behavioral Difficulties, 15, 5-14. https://doi.org/10.1080/13632750903512365
  2. Andrews, A., & Brown, J. L. (2015). Discrepancies in the ideal perceptions and the recent experiences of special education teachers. Journal of Education and Training Studies, 3(6), 126-131. https://doi.org/10.11114/jets.v3i6.984
  3. Antoniou, A.-S., Anagnostopoulou, Th., & Gaki, A. (2010). Vocational burnout in special schoolteachers. In Antoniou, A.-S, (ed.), Stress: Personal development and prosperity, Papazisis Publications, Athens, 137-200.
  4. Brownell, M. (1997). Coping with Stress in the Special Education Classroom: Can Individual Teachers More Effectively Manage Stress? Teaching Exceptional Children, 30(1), 76-79. ://doi.org/10.1177/004005999703000115
  5. Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and treatment of children, 37(4), 681-711. https://doi.org/10.1353/etc.2014.0032
  6. Connor, K.M., & Davidson, J.R. (2003). Development of a new resilience scale: the Connor Davidson Resilience Scale (CD-RISC). Depress Anxiety. https://doi.org/10.1002/da.10113
  7. Creswell, J. (2011). Research in education: Planning, conducting and evaluation of quantitative and qualitative research (edited by N. Kouvarakou). Athens: Greek. (year of issue prototype 2008).
  8. Drakos, G. (2002). Contemporary issues of special pedagogy. Reflections, searches and perspectives. Atrapos, Athens
  9. Farber, B. A. (2000). Treatment strategies for different types of teacher burnout. Journal of Clinical Psychology, 56(5), 675-689. https://doi.org/10.1002/(SICI)1097-4679(200005)56:5h675::AID-JCLP8i3.0.CO;2-D
  10. Farber, B. A., & Miller, J. (1981). Teacher Burnout: A Psychoeducational Perspective. Teachers College Record, 83(2), 235-43. https://doi.org/10.1177/016146818108300207
  11. Gonidakis, F., Karapatsia, M., Mylona, K., & Xirou, E., (2020). Psychotherapy in the midst of the COVID-19 pandemic, New Health Magazine, 107 (1), 5-7.
  12. Hendrickson, B. (1979). Teacher Burnout: How to Recognize It? What to Do about It. Learning, 7, 37-39.
  13. Kamtsios, S., & Lolis, T. (2016). Do Greek teachers experience professional burnout? The role of demographic characteristics and daily stressful events. Journal of Research in Education and Training, 9, 40-87.
  14. Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77(1), 229-243. https://doi.org/10.1348/000709905X90344
  15. Kokkinos, C. M., Panayiotou, G., & Davazoglou, A. M. (2005). Correlates of teacher appraisals of student behaviors. Psychology in the Schools, 42(1), 79-89. https://doi.org/10.1002/pits.20031
  16. Mavros, K. N. (2014). Stress - anxiety and their treatment. Educational notes, Athens 2014.
  17. Maslach, C. (1982). Burnout: The Cost of Caring. Englewood Cliffs, NJ: Prentice-Hall.
  18. Perlman, B., & Hartman, E. A. (1982). Burnout: Summary and future research. Human Relations, 35(4), 283-305. https://doi.org/10.1177/001872678203500402
  19. Raikou, N., Konstantopoulou G., & Lavidas K. (2021). Stress and skills teachers in the management of the educational crisis due to the COVID-19 pandemic, 1st International Internet Conference, 1, 521- 531.
  20. Romano, T. (2016). Special and General Education Teachers’ Perceptions of School Reform Initiatives: Relationship to Stress and Burnout. Doctoral dissertation, Barry University.
  21. Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152-160. https://doi.org/10.1016/j.tate.2017.06.006
  22. Spyromitros, A., & Iordanidis, G. (2017). Burnout syndrome and professional stress of secondary school teachers: her case region of western Thessaloniki. Scientific Yearbook of the Pedagogical Department Kindergarten teachers of the University of Ioannina, 10 (1), 142-186. https://doi.org/10.12681/jret.13781
  23. Stoeber, J., & Rennert, D. (2008). Perfectionism in schoolteachers: Relations with stress appraisals, coping styles, and burnout. Anxiety, Stress, and Coping, 21(1), 37-53. https://doi.org/10.1080/10615800701742461
  24. Papadopoulou, E., Parlapani, E., & Armakolas, S. (2022). Online conferencing platforms as operational tools by health professionals: A pilot study. Advances in Mobile Learning Educational Research, 2(1), 225-233. https://doi.org/10.25082/AMLER.2022.01.006
  25. Katsaris, I., & Vidakis, N. (2021). Adaptive e-learning systems through learning styles: A review of the literature. Advances in Mobile Learning Educational Research, 1(2), 124-145. https://doi.org/10.25082/AMLER.2021.02.007
  26. Tzimopoulos, N., Provelengios, P., & Iosifidou, M. (2021). Emergency remote teaching in Greece during the first period of the 2020 Covid-19 pandemic. Advances in Mobile Learning Educational Research, 1(1), 19-27. https://doi.org/10.25082/AMLER.2021.01.003
  27. Karakose, T., Yirci, R., & Papadakis, S. (2021). Exploring the Interrelationship between COVID-19 Phobia, Work-Family Conflict, Family-Work Conflict, and Life Satisfaction among School Administrators for Advancing Sustainable Management. Sustainability, 13(15), 8654. MDPI AG. https://doi.org/10.3390/su13158654
  28. Karakose, T., Yirci, R., Papadakis, S., Ozdemir, T. Y., Demirkol, M., & Polat, H. (2021). Science Mapping of the Global Knowledge Base on Management, Leadership, and Administration Related to COVID-19 for Promoting the Sustainability of Scientific Research. Sustainability, 13(17), 9631. MDPI AG. https://doi.org/10.3390/su13179631
  29. Karakose, T., Polat, H., & Papadakis, S. (2021). Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic. Sustainability, 13(23), 13448. MDPI AG. https://doi.org/10.3390/su132313448
  30. Karakose, T., Yirci, R., & Papadakis, S. (2021). Exploring the Interrelationship between COVID-19 Phobia, Work-Family Conflict, Family-Work Conflict, and Life Satisfaction among School Administrators for Advancing Sustainable Management. Sustainability, 13(15), 8654. MDPI AG. https://doi.org/10.3390/su13158654