Montenegro Special Education Teaching Staff Burnout: Survey Study -

Objective The aim of this paper is to describe the burnout among special education teaching staff and to determine its relationship with environmental factors of working ambient. Method A cross-sectional study was conducted in 2006. Questionnaires were distributed to a convenience sample of 224 special education teaching staff employed at each of five Montenegro public institutions for persons who have a variety of disabilities. The response rate was 75% (n = 162). Data were collected using the Occupational Stress Questionnaire and Maslach Burnout Questionnaire. Results: Most of the interviewed participants were satisfied with their jobs due to the opportunity to make a positive difference in the lives of students with special needs. A high level of emotional exhaustion was detected in 60%, a high level of depersonalization was found in 53%, and reduced level of personal accomplishment was found in 38% of special education teaching staff. Low level of satisfaction with owns health state was associated with emotional exhaustion (β=0.240, p-value 0.025) and depersonalization among all participants (β=0.218, p-value 0.041). Low level of job satisfaction predicted decrease of personal accomplishment among male participants, work being mentally strenuous and possibility to use knowledge and skills in work among female participants (n= 128). Conclusion The special education teaching staff member have very high level of risk for burnout. In view of the results obtained, to reduce professional burnout in special education teaching staff organizational environment should be improved and introduce to workplace health promotion intervention (a salutogenic approach) for employees.