Burnout and Job Engagement: A Qualitative Analysis of the Communication Relationships of Special Education Teachers and Educational Assistantships

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Date
2011-05Author
Ormes, Gregory F.
Publisher
University of Wisconsin-Stevens Point, College of Fine Arts and Communication
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This thesis examines the way in which the communication relationship between special
education teachers and educational assistants promotes feelings of either burnout or job
engagement in special education teachers. Eight special education teachers and seven
educational assistants were asked to explain the nature of their relationship with their special
education counterpart. Grounded in the social information processing theory, this research
utilized a qualitative thematic analysis to identify social motivators of burnout or engagement
that result from the communication between special education teachers and educational assistants.
These motivators were identified in terms of the three dimensions of burnout and engagement
that were established by Maslach et al. (2001). Conclusions from this study identify four
progressive elements of a teacher/assistant communication relationship that play an important
role in the motivation of burnout or engagement.
Permanent Link
http://digital.library.wisc.edu/1793/81601Type
Thesis