FN Clarivate Analytics Web of Science
科睿唯安网络科学

VR 1.0
虚拟现实 1.0

PT J

AU Alahmed, T
阿拉阿赫迈德,T

AF Alahmed, Thamer
阿拉艾哈迈德，塔米尔

TI Burnout of special education teachers in Saudi Arabia's inclusive
沙特阿拉伯特殊教育教师的职业倦怠

education schools
教育学校

SO FRONTIERS IN EDUCATION
教育前沿

AB Introduction Burnout is a serious phenomenon that negatively affects teachers' professional performance. The current study aims to determine the level of burnout among special education teachers in inclusive education schools in the Kingdom of Saudi Arabia.Methods It used a descriptive survey approach by employing an online questionnaire to collect data from 137 special education teachers in inclusive education schools.Results and discussion The study found that the level of burnout among special education teachers was average, with an arithmetic mean of 2.907 and a relative weight of 48.40%. Male teachers had higher levels of burnout than female teachers. Moreover, teachers specialising in deafness and hearing loss had higher levels of burnout than teachers in other subspecialties. The other variables, such as educational level and experience, had no significant effect on the dimensions of burnout or overall level of burnout. This study recommends the provision of intervention programmes to help reduce teachers' burnout levels. In addition, there is a need to reduce the workload and tasks assigned to special education teachers in inclusive education schools.
倦怠是一个严重的现象,对教师的专业绩效产生负面影响。本研究旨在确定沙特阿拉伯王国包容性教育学校特殊教育教师的倦怠水平。 本研究采用了描述性调查方法,通过在线问卷收集了 137 名包容性教育学校特殊教育教师的数据。 研究发现,特殊教育教师的倦怠水平平均,算术平均值为 2.907,相对权重为 48.40%。男性教师的倦怠水平高于女性教师。此外,专门从事聋哑和听力障碍教育的教师的倦怠水平高于其他次专业的教师。教育水平和经验等其他变量对倦怠维度或总体倦怠水平没有显著影响。 本研究建议提供干预方案以帮助减少教师的倦怠水平。此外,还需要减轻包容性教育学校特殊教育教师的工作量和任务。

EI 2504-284X
2504-284X

PD DEC 18
18 日 12 月

PY 2024
2024 年 PY

VL 9
9 VL

AR 1489820

DI 10.3389/feduc.2024.1489820
数字 10.3389/feduc.2024.1489820

UT WOS:001388459600001
这是一个期刊文章的引用。它没有需要翻译的内容

ER
实体关系

PT J

AU Sariçam, H
萨里萨姆, H

Sakiz, H
萨基兹, H

AF Saricam, Hakan
阿富迪·萨里察姆, 哈坎

Sakiz, Halis
萨基兹,哈利斯

TI Burnout and teacher self-efficacy among teachers working in special
教师工作压力过重和自我效能感

education institutions in Turkey
土耳其教育机构

SO EDUCATIONAL STUDIES
教育研究

AB The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers' Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme, primary education, special education programme, programme in education of students with mental impairment, programme in education of students with hearing impairment, programme in education of students with visual impairment, music education and art education. Findings showed that there were significant relationships between teacher self-efficacy and burnout. Also, significant differences were found between genders and branches in terms of burnout and teacher self-efficacy. Indices of structural equation modelling indicated that domains of burnout were strongly predicted by self-efficacy. Findings highlight the importance of self-efficacy beliefs in special education staff's level of emotional involvement, sense of accomplishment and engagement.
这篇论文的目的是调查土耳其特殊教育学校教师的教师自我效能感和职业倦怠之间的关系。一百一十八名教师完成了教师自我效能感量表和 Maslach 职业倦怠量表。这些教师来自心理咨询与辅导、小学教育、特殊教育、智障学生教育、听力障碍学生教育、视力障碍学生教育、音乐教育和美术教育等专业。研究发现,教师自我效能感与职业倦怠之间存在显著关系。此外,在职业倦怠和教师自我效能感方面,性别和专业之间也存在显著差异。结构方程模型显示,职业倦怠的领域可以很好地预测自我效能感。研究结果突出了自我效能感信念在特殊教育工作人员的情感投入水平、成就感和投入度方面的重要性。

RI Sakiz, Halis/AAE-4841-2019; SAKIZ, Halis/D-2977-2016; SARICAM,
萨基兹,哈利斯/AAE-4841-2019;萨基兹,哈利斯/D-2977-2016;萨里萨姆,

Hakan/H-6016-2018
哈坎/H-6016-2018

OI SAKIZ, Halis/0000-0003-2406-1011; SARICAM, Hakan/0000-0002-8723-1199
欧依·萨基兹, 哈利斯/0000-0003-2406-1011; 萨里卡姆, 哈坎/0000-0002-8723-1199

SN 0305-5698
0305-5698

EI 1465-3400
译文如下: EI 1465-3400

PY 2014
2014 年

VL 40

IS 4
4 IS

BP 423

EP 437
437 话

DI 10.1080/03055698.2014.930340
10.1080/03055698.2014.930340

UT WOS:000340262300005
没有翻译内容,仅保留输入文本

ER
实体关系

PT C
原文: PT C 翻译: PT C

AU Zakrizevska, M
奥·扎克里泽夫斯卡，M

AF Zakrizevska, Maija
扎克里泽夫斯卡，马亚

GP SGEM
荟萃基因

TI THE DIFFERENCES BETWEEN SPECIAL EDUCATION TEACHERS PROFESSIONAL BURNOUT
特殊教育老师专业倦怠的差异

LEVELS FOR 10 AND 25 YEARS WORK EXPERIENCE
10 年和 25 年工作经验的职业级别

SO PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION, VOL I
心理学和精神病学、社会学和医疗保健、教育，第一卷

SE International Multidisciplinary Scientific Conferences on Social
国际多学科社会科学会议

Sciences and Arts
科学与艺术

CT International Multidisciplinary Scientific Conferences on Social
国际跨学科社会科学会议

Sciences and Arts (SGEM 2014)
科学与艺术(SGEM 2014)

CY SEP 01-10, 2014
2014 年 9 月 1 日至 10 日

CL Albena, BULGARIA
阿尔贝纳,保加利亚

SP Bulgarian Acad Sci, Acad Sci Czech Republ, Latvian Acad Sci, Polish Acad Sci, Russian Acad Sci, Serbian Acad Sci & Arts, Slovak Acad Sci Intro, Natl Acad Sci Ukraine, Natl Acad Sci Armenia, Sci Counc Japan, World Acad Sci TWAS, European Acad Sci, Arts & Lett, Acad Fine Arts Zagreb Croatia, Croatian Acad Sci & Arts, Acad Sci Moldova, Montenegrin Acad Sci & Arts, Georgian Acad Sci, Acad Fine Arts & Design Bratislava, Russian Acad Arts, Turkish Acad Sci, SGEM
保加利亚科学院、捷克共和国科学院、拉脱维亚科学院、波兰科学院、俄罗斯科学院、塞尔维亚科学与艺术院、斯洛伐克科学院简介、乌克兰国家科学院、亚美尼亚国家科学院、日本学术会议、世界科学院 TWAS、欧洲科学院、艺术与文学院、萨格勒布克罗地亚艺术学院、克罗地亚科学和艺术院、摩尔多瓦科学院、黑山科学与艺术院、格鲁吉亚科学院、布拉迪斯拉发艺术与设计学院、俄罗斯艺术学院、土耳其科学院、SGEM

AB There have been some researches and scientific publications on professional burnout for different professions in Latvia, but for special education teachers are just studies based on another countries experience, who cannot give a precise overview on the Latvian special teacher professional burnout level.
关于不同行业的专业倦怠,拉脱维亚已有一些研究和科学出版物,但针对特殊教育教师的仅有基于其他国家经验的研究,无法对拉脱维亚特殊教师的专业倦怠水平给出精确概述。

The aim of the Research is to identify professional burnout, find out the level of professional burnout, special educators, and to find out whether there are differences in the level of burnout for special teachers with 10 and 25 years of work experience in the school.
研究的目标是识别专业倦怠,发现专业倦怠的水平,针对特殊教育教师,并确定在校工作经验为 10 年和 25 年的特殊教师倦怠水平是否存在差异。

The methods used - Maslach Burnout Inventory (MBI) [2] [6]. The study included a total 106 special education teachers. 44 teachers with 10 years and 62 teachers with 25 years of working experience in the school.
使用的方法 - Maslach Burnout Inventory (MBI) [2] [6]。该研究共包括 106 名特殊教育教师。其中 44 名教师工作经验为 10 年,62 名教师工作经验为 25 年。

The study found that there is not a difference of professional burnout level for special teachers with 10 years and 25 years of experience. Such professional burnout factors as work experience, education, age, staff turnover and personal factors are interrelated, affecting each other.
该研究发现，10 年和 25 年工作经验的特殊教师的职业倦怠程度没有差异。工作经验、教育、年龄、人员流动和个人因素等专业倦怠因素相互关联,互相影响。

SN 2367-5659
2367-5659

BN 978-619-7105-22-3
978-619-7105-22-3

PY 2014
2014 年

BP 457

EP 464

DI 10.5593/SGEMSOCIAL2014/B11/S1.059
这是一个专有名词,不需要翻译。

UT WOS:000357835000059
无需翻译

ER
实体关系

PT J

AU Sucuoglu, B
苏吉乌

Kuloglu, N
库洛格鲁, N

AF Sucuoglu, B
苏科乌卢, B

Kuloglu, N
库洛格鲁, N

TI Burnout among teachers of handicapped children
特殊儿童教师工作倦怠

SO TURK PSIKOLOJI DERGISI
《土耳其心理学杂志》

AB This study was designed-to determine whether burnout level differed among special education and elementary school teachers and the factors contributing to teachers' burnout. Data were collected from 199 special education and 112 elementary school teachers using Maslach Burnout Inventory. The results showed that although there was no significant difference on the total burnout score between two groups of teachers, personal accomplishment scores of the elementary school teachers were higher than the special education teachers. Gender, age, and the number of years spent br teaching were found to be significant variables on some of the subscale scores. Moreover, total and subscale scores of the special education teachers were found not to be related to types of children's handicap and teachers' educational background The results were discussed in terms of the problems of special education teachers in Turkey.
这项研究旨在确定特殊教育和小学教师的 burnout 水平是否存在差异,以及导致教师 burnout 的因素。数据来自于使用 Maslach Burnout Inventory 收集的 199 名特殊教育和 112 名小学教师的信息。结果显示,尽管两组教师的总 burnout 得分没有显著差异,但小学教师的个人成就得分高于特殊教育教师。性别、年龄和从教年限是某些分量表得分的显著变量。此外,特殊教育教师的总分和分量表得分与儿童残障类型和教师教育背景无关。结果讨论了土耳其特殊教育教师面临的问题。

SN 1300-4433
1300-4433

PY 1996
1996 PY

VL 11
11 VL

IS 36
第三十六章

BP 44

EP 60
第 60 集

UT WOS:A1996UY92700004
原文不需要翻译

ER
实体关系

PT C
原文: PT C 翻译: PT C

AU Squillaci, M
奥斯卡·斯奎拉奇

AF Squillaci, M.
阿方索·斯夸利亚奇

BE Chova, LG
贝可娃, LG

Martinez, AL
马丁内斯, AL

Torres, IC
托雷斯

TI EFFECTS OF PERCEIVED WORKLOAD ON THE HEALTH OF SWISS SPECIAL EDUCATION
瑞士特殊教育工作负担的健康影响

TEACHERS
教师

SO 14TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE
第 14 届国际技术、教育和发展大会

(INTED2020)
基于您的输入文本"(INTED2020)"，我的翻译如下: (INTED2020)

SE INTED Proceedings
会议录

CT 14th International Technology, Education and Development Conference
第十四届国际技术、教育和发展大会

(INTED)
译文如下: (INTED)

CY MAR 02-04, 2020
2020 年 3 月 2 日至 4 日

CL Valencia, SPAIN
瓦伦西亚, 西班牙

AB Burnout appears to be more specific to occupations characterized by high levels of social interactions, such as teaching, education and health. In these contexts, this phenomenon is seen as a real epidemic. Although much research has focused on teachers' health, research results on the health of special education teachers (SETs) are scarce and show alarming levels of burnout. In light of this data, the purpose of this article is two-fold. First, the theoretical section aims to analyze the relationship between perceived workload and burnout. Secondly, the empirical section tests the hypothesis that perceived workload influences the three dimensions of the burnout of special education teachers (emotional exhaustion, depersonalization, personal accomplishment). Burnout was measured in a sample of Swiss special education teachers (N=326) using the Maslach Burnout Inventory.
AB 倦怠似乎更特定于特征为高度社交互动的职业,如教学、教育和卫生。在这些背景下,这一现象被视为真正的流行病。尽管大量研究关注了教师的健康,但关于特殊教育教师(SETs)健康的研究结果很少,并显示出了令人担忧的倦怠水平。鉴于这些数据,本文有两个目的:首先,理论部分旨在分析感知工作量与倦怠之间的关系;其次,实证部分检验了感知工作量影响特殊教育教师的三个倦怠维度(情感耗竭、去人格化、个人成就感)的假设。采用 Maslach 倦怠量表,对 326 名瑞士特殊教育教师的倦怠情况进行了测量。

RI Squillaci, Myriam/ABE-9612-2021
西奎利亚奇, 米里亚姆/ABE-9612-2021

OI Squillaci, Myriam/0000-0001-7057-2459

SN 2340-1079
2340-1079

BN 978-84-09-17939-8
978-84-09-17939-8

PY 2020
2020 年

BP 2083
我会按照你的要求翻译这段文本。 BP 2083

EP 2089
2089 EP

UT WOS:000558088802027
无需翻译

ER
实体关系

PT J

AU Robinson, OP
罗宾逊,OP

Bridges, SA
桥梁，SA

Rollins, LH
罗林斯, LH

Schumacker, RE
舒马赫，RE

AF Robinson, Olivia P.
罗宾逊，奥利维娅 P.

Bridges, Shannon A.
布里奇斯、香农 A.

Rollins, Lauren H.
罗林斯, 劳伦 H.

Schumacker, Randall E.
舒马克，兰德尔 E.

TI A study of the relation between special education burnout and job
特殊教育工作者职业倦怠与工作关系的研究

satisfaction
满足

SO JOURNAL OF RESEARCH IN SPECIAL EDUCATIONAL NEEDS
特殊教育需求研究杂志

AB The ongoing shortage of special education teachers coupled with increasing attrition rate has caused for a further analysis into why teachers are choosing to leave the field. A quantitative (n = 363) study was completed on the factors that lead to attrition among special education teachers from 34 states in the United States. Canonical correlation analysis was used to determine if there was a statistical significance in job satisfaction (as measured by a set of teaching characteristics) related to teacher burnout (as measured by a set of burnout factors) among public school special education teachers. Results indicate that there was a statistically significant relationship between job satisfaction and burnout among special education teachers. Implications for pre-service education programs, school districts and administrators are discussed as well as retention strategies such as mentoring and providing meaningful professional development opportunities.
持续的特殊教育教师短缺以及日益增加的流失率促使人们进一步分析教师为什么选择离开这个领域。在美国 34 个州进行了一项量化(n=363)研究,研究了导致特殊教育教师流失的因素。使用典型相关分析来确定公立学校特殊教育教师的工作满意度(由一系列教学特征衡量)与职业倦怠(由一系列倦怠因素衡量)之间是否存在统计学意义上的关系。结果表明,特殊教育教师的工作满意度和职业倦怠之间存在统计学上显著的关系。讨论了对师范教育计划、学区和管理人员的影响,以及指导老师和提供有意义的专业发展机会等留任策略。

OI Hester, Olivia R./0000-0001-6192-0781; Hart Rollins,
赫斯特·奥利维娅·R./0000-0001-6192-0781; 哈特·罗林斯。

Lauren/0000-0002-1239-9229
劳伦/0000-0002-1239-9229

SN 1471-3802
1471-3802

PD OCT
光电二极管

PY 2019
2019 年 PY

VL 19
19VL

IS 4
4 IS

BP 295

EP 303
303EP

DI 10.1111/1471-3802.12448
10.1111/1471-3802.12448

UT WOS:000491057600002
这是一条学术引用文献的信息

ER
实体关系

PT J

AU Brunsting, NC
布隆斯丁, 布鲁斯丁

Sreckovic, MA
斯雷科维奇，MA

Lane, KL
韩雷

AF Brunsting, Nelson C.
布朗宁, 尼尔 C.

Sreckovic, Melissa A.
斯雷科维奇,梅丽莎·A.

Lane, Kathleen Lynne
莱恩,卡瑟琳·林恩

TI Special Education Teacher Burnout: A Synthesis of Research from 1979 to
特殊教育教师职业倦怠:1979 年至

2013

SO EDUCATION AND TREATMENT OF CHILDREN
儿童教育和治疗

AB Teacher burnout occurs when teachers undergoing stress for long periods of time experience emotional exhaustion, depersonalization, and lack of personal accomplishment (Maslach, 2003). Outcomes associated with burnout include teacher attrition, teacher health issues, and negative student outcomes. Special educators are at high risk for burnout as their working conditions align with many factors associated with burnout. In this review, we updated the literature on special education teacher working conditions by reviewing studies (N = 23) that (a) included a quantitative measure of burnout and (b) focused on special education teachers as participants. An analysis of the studies reviewed provided a clear base of support for the association between burnout and a range of variables from the individual, classroom, school, and district levels. Bronfenbrenner's (1977) Ecological Model supplied the organizational framework for the range of variables. Teacher experience, student disability, role conflict, role ambiguity, and administrative support were particularly salient factors in special education teacher burnout. Important gaps in the research are discussed, future directions for researchers are outlined, and implications for teachers and other practitioners are provided.
特殊教育教师工作过度劳累问题的研究与建议

OI Brunsting, Nelson/0000-0003-4853-1292
布林斯汀, 纳尔逊/0000-0003-4853-1292

SN 0748-8491
0748-8491

EI 1934-8924
1934-8924

PD NOV
正式文件 十一月

PY 2014
2014 年

VL 37
37 VL

IS 4
4 IS

BP 681

EP 711

DI 10.1353/etc.2014.0032
10.1353/etc.2014.0032

UT WOS:000343963100007
该内容无需翻译，保持原文不变

ER
实体关系

PT J

AU Pavlidou, K
帕维利杜, K

Alevriadou, A
阿列夫里亚多

Antoniou, AS
安东尼奥

AF Pavlidou, Kyriaki
阿夫·帕夫利杜

Alevriadou, Anastasia
阿列夫里亚杜，阿纳斯塔西娅

Antoniou, Alexander-Stamatios
安东尼, 亚历山大-斯塔马蒂奥斯

TI Professional burnout in general and special education teachers: the role
普通教师和特殊教育教师的职业倦怠:角色的作用

of interpersonal coping strategies
人际相处应对策略

SO EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
特殊需求教育欧洲期刊

AB In the present study, the role of interpersonal coping strategies was examined in relation to teachers' characteristics and burnout factors. Two hundred sixty-nine General and Special Education teachers completed the Teachers' Interpersonal Competences Test and the Maslach Burnout Inventory. Differences in the use of interpersonal coping strategies were noted on teachers' gender, teaching experience, grade level, experience and training in Special Education. Interpersonal coping strategies predicted most of teachers' burnout factors according to regression analyses. The importance of developing strategies that enhance interpersonal relationships and reduce conflicts at schools, in order to reduce teachers' burnout, is discussed.
在本研究中，研究了人际应对策略在教师特征和职业倦怠因素之间的作用。269 名普通和特殊教育教师完成了教师人际能力测试和 Maslach 职业倦怠量表。在教师的性别、教学经验、年级、特殊教育经验和培训方面,人际应对策略的使用存在差异。根据回归分析,人际应对策略预测了大部分教师的职业倦怠因素。讨论了提高教师人际关系、减少学校冲突的重要性,以减少教师的职业倦怠。

OI ALEVRIADOU, ANASTASIA/0000-0001-7022-5537
奥伊·阿莱夫里亚杜,安纳斯塔西亚/0000-0001-7022-5537

SN 0885-6257
0885-6257

EI 1469-591X
未经翻译的输入文本为：EI 1469-591X

PD MAR 4
普德马尔 4

PY 2022

VL 37
37 VL

IS 2
2

BP 191
通过自治导航和软件编程来支持标准化运行的无人机系统可以减少碳足迹。BP 191 是这方面的一个重要标准

EP 205
第 205 集

DI 10.1080/08856257.2020.1857931
数字身份 10.1080/08856257.2020.1857931

EA DEC 2020
EA 2020 年 12 月

UT WOS:000597698200001
没有必要对该文本进行翻译,请保持原文不变

ER
实体关系

PT J

AU Scott, LA
斯科特, LA

Bettini, E
贝蒂尼,E

Brunsting, N
布鲁恩斯廷

AF Scott, LaRon A.
阿夫·斯科特,拉朗·A.

Bettini, Elizabeth
贝蒂尼，伊丽莎白

Brunsting, Nelson
布鲁宁斯特,纳尔逊

TI Special Education Teachers of Color Burnout, Working Conditions, and
德克萨斯州特殊教育教师工作倦怠、工作环境和

Recommendations for EBD Research
电子书设备研究建议

SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
情感与行为障碍杂志

AB This article is in direct response to Garwood's call to action about burnout and the special education teacher workforce. While Garwood's call to action is critically needed, we contend that the call is incomplete as it lacks emphasis on factors linking sociocultural identity and burnout. Therefore, in this article, we discuss the significance of elevating sociocultural identity, specifically race and ethnicity, into research about special education teacher burnout. We argue that any research on special education teacher burnout that does not include race and ethnicity is overlooking the racialization of special education teachers' working conditions, and ultimately is incapable of addressing one of the most pressing issues in the special education field-retaining teachers of color. Recommendations for researchers to address sociocultural identities (i.e., race and ethnicity) in their research, specifically about special education teachers of color teaching students with emotional and behavioral disorders, are addressed.
这篇文章是直接回应加尔伍德关于教师倦怠和特殊教育教师队伍的号召。虽然加尔伍德的号召非常重要,但我们认为这个号召是不完整的,因为它没有强调联系社会文化身份和倦怠的因素。因此,在本文中,我们讨论了将社会文化身份,特别是种族和民族,纳入特殊教育教师倦怠研究的重要性。我们认为,任何没有包括种族和民族的特殊教育教师倦怠研究都忽视了特殊教育教师工作条件的种族化,最终无法解决特殊教育领域最紧迫的问题之一——留住有色人种教师。我们就研究人员如何在研究中解决社会文化身份(即种族和民族)问题提出了建议,特别是关于教授情绪和行为障碍学生的有色人种特殊教育教师。

OI Brunsting, Nelson/0000-0003-4853-1292
布林斯汀, 纳尔逊/0000-0003-4853-1292

SN 1063-4266
未修改

EI 1538-4799
译文: EI 1538-4799

PD JUN
您好，我已经将您的输入文本"PD JUN"翻译为简体中文。以下是翻译结果: PD JUN

PY 2023
2023 年的 PY

VL 31
31VL

IS 2
2

SI SI
是是

BP 97

EP 108
第 108 集

DI 10.1177/10634266221146495
10.1177/10634266221146495

EA JAN 2023
EA 2023 年 1 月

UT WOS:000913448100001
这个内容是一个学术期刊文章的 DOI 标识符,无需翻译

ER
实体关系

PT J

AU Buzzai, C
布扎伊, C

Pace, U
速度, U

Aznar, MA
阿萨尔

Passanisi, A
帕萨尼斯，A

AF Buzzai, Caterina
阿夫·布扎伊,卡特利娜

Pace, Ugo
佩斯，乌戈

Aznar, Melina Aparici
阿斯纳,梅利娜·阿帕里西

Passanisi, Alessia
帕萨尼西, 阿勒希亚

TI Understanding burnout among special education teachers: an exploratory
理解特殊教育教师的工作倦怠:一项探索性研究

structural equation model in a burnout high risk profession
结构方程模型在一个高风险 burnout 职业中

SO INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT
国际教育管理期刊

AB PurposeThe present study was intended to investigate the relationship between teachers' self-efficacy, sentiments and concerns toward disability and burnout in pre-service special education teachers.Design/methodology/approachThree hundred seventy-two special education teachers participated in the study. Participants were administered the following self-reports: Teacher Efficacy for Inclusive Practices, Sentiments and Concerns Scale and Maslach Burnout Inventory-Educators Survey. Structural equation modelling (SEM) is used to examine the study's hypotheses.FindingsSEM analysis showed the role of teachers' concerns as a mediator for teacher efficacy in inclusive practices for emotional exhaustion and depersonalization. Furthermore, the findings showed a significant association between teacher efficacy in inclusive practices, sentiments and concerns and each dimension of burnout. In addition, significant relations between teachers' concerns, emotional exhaustion and depersonalization were clear.Research limitations/implicationsThe results of this study suggest the importance of promoting special education teachers' self-efficacy to change negative attitudes and prevent burnout.Originality/valueThis study extends the current literature on special education teachers and provides new information on the relationship between self-efficacy, attitudes and burnout.
本研究旨在调查教师自我效能、对残疾的情感和关注以及预服务特殊教育教师的职业倦怠之间的关系。 三百七十二名特殊教育教师参与了本研究。参与者填写了以下自我报告:包容性教学的教师效能感、情感和关注量表以及马斯拉赫职业倦怠问卷-教育人员调查。使用结构方程建模(SEM)来检验研究假说。 SEM 分析显示,教师关注作为教师在包容性实践中的自我效能对情绪耗竭和去个人化的中介作用。此外,研究结果表明,包容性实践的教师自我效能、情感和关注与职业倦怠的每个维度之间存在显著关联。此外,教师关注、情绪耗竭和去个人化之间也存在显著关系。 本研究结果表明,提高特殊教育教师的自我效能对于改变消极态度和预防职业倦怠很重要。本研究拓展了对特殊教育教师的现有文献,并提供了有关自我效能、态度和职业倦怠关系的新信息。

RI buzzai, caterina/AAB-2406-2021; Aparici, Melina/HRE-1624-2023; buzzai,
比兹艾, 卡特里娜/AAB-2406-2021; 阿帕里西, 梅丽娜/HRE-1624-2023; 比兹艾,

caterina/R-5926-2017
卡特里娜/R-5926-2017

OI Aparici, Melina/0000-0001-9015-0974; pace, ugo/0000-0003-0168-8153;
欧艾帕里西, 梅丽娜/0000-0001-9015-0974; 佩斯, 乌戈/0000-0003-0168-8153;

buzzai, caterina/0000-0001-8126-6668
布兹 AI，凯特琳娜/0000-0001-8126-6668

SN 0951-354X
0951-354X

EI 1758-6518
奕 1758-6518

PD DEC 4
无需翻译

PY 2024
2024 年 PY

VL 38

IS 7
7

BP 2021

EP 2033
2033 年 EP

DI 10.1108/IJEM-01-2024-0026
会议论文: 10.1108/IJEM-01-2024-0026

EA SEP 2024

UT WOS:001304134700001
这是一个纯文本专有名词，无需翻译

ER
实体关系

PT J

AU Fu, WQ
傅昂, 王琪

Tang, WJ
唐文杰

Xue, EY
薛，EY

Li, J
李

Shan, CW
山, CW

AF Fu, Wangqian
阿福，王前

Tang, Wenjun
汤文俊

Xue, Eryong
薛尔勇

Li, Jian
李,建

Shan, Chengwei
单

TI The mediation effect of self-esteem on job-burnout and self-efficacy of
自尊在工作倦怠和自我效能之间的中介作用

special education teachers in Western China
西部地区的特殊教育教师

SO INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
国际发展障碍期刊

AB Teacher self-efficacy may reduce the likelihood of burnout through preventing the occurrence of work stress. The study inquiries the relationship between teaching efficacy and burnout, focus on mediation of self-esteem. A sample of 329 Chinese special teachers who teach in the special schools in western China was measured with the Maslach Burnout Inventory, the Rosenberg self-esteem scale and the Self-efficacy scale. Results indicated that emotional exhaustion and depersonalization of Chinese special teachers are at a medium level and personal accomplishment are at a low level. The mediation analysis shows that under the education background of special education, self-esteem plays partial mediation role in general teaching efficacy or personal teaching efficacy and job burnout of special education teachers.
教师自我效能感可能通过预防工作压力的发生来减少倦怠的可能性。该研究探讨了教学效能感与倦怠之间的关系,重点关注自尊的中介作用。对在中国西部特殊学校任教的 329 名中国特殊教师进行了测量,使用了 Maslach 倦怠量表、Rosenberg 自尊量表和自我效能感量表。结果表明,中国特殊教师的情绪耗竭和去人格化处于中等水平,个人成就感处于较低水平。中介分析显示,在特殊教育背景下,自尊在一般教学效能感或个人教学效能感与特殊教育教师工作倦怠之间起部分中介作用。

SN 2047-3869
2047-3869 SN

EI 2047-3877
2047-3877

PD JUN 25
6 月 25 日

PY 2021
2021 年

VL 67
67 VL

IS 4
4 IS

BP 273
见到您的信息了。以下是简体中文翻译结果: BP 273

EP 282
第 282 集

DI 10.1080/20473869.2019.1662204
10.1080/20473869.2019.1662204

EA SEP 2019
2019 年 9 月

UT WOS:000486796600001
这是一个纯文本,不需要翻译

PM 34408862
34408862

ER
实体关系

PT C
原文: PT C 翻译: PT C

AU Jin, CX
金杰, CX

Xu, Y
徐,Y

Yao, J
姚, J

AF Jin, Chen-Xia
阿富·金, Chen-Xia

Xu, Yun
许，云

Yao, Jing
姚敬

BE Rao, PV
鲍贝, 帕维

Wang, S
王, 沙

Gupta, N
古普塔, N

TI The Relationship Among Career Commitment, Career Satisfaction and Career
职业承诺、职业满意度和职业

Burnout of Special Education Teachers
特殊教育教师的倦怠

SO 2018 4TH INTERNATIONAL CONFERENCE ON SOCIAL SCIENCE AND MANAGEMENT
2018 年第 4 届国际社会科学与管理大会

(ICSSM 2018)

SE DEStech Transactions on Social Science Education and Human Science
社会科学教育和人文科学 DEStech 论文集

CT 4th International Conference on Social Science and Management (ICSSM)
第四届国际社会科学与管理大会(ICSSM)

CY NOV 24-25, 2018
2018 年 11 月 24-25 日

CL Shenzhen, PEOPLES R CHINA
深圳, 中华人民共和国

SP Adv Informat Sci Res Ctr
斯坦福大学信息科学研究中心

AB 347 special education teachers were used as subjects, and the relationship among career commitment, career satisfaction and career burnout were investigated by questionnaire survey. The result showed: Career commitment had a significant positive effect on the career satisfaction, and it had a significant negative effect on career burnout; Career satisfaction had a significant negative predictive effect on career burnout, and it was a complete mediator variable of career commitment and career burnout. Therefore, Career satisfaction played an important role in maintaining special education teachers' career commitment and effectively avoiding their career burnout.
347 名特殊教育教师被用作研究对象,通过问卷调查研究了职业承诺、职业满意度和职业倦怠之间的关系。结果显示:职业承诺对职业满意度有显著的正向效应,对职业倦怠有显著的负向效应;职业满意度对职业倦怠有显著的负向预测效应,是职业承诺和职业倦怠的完全中介变量。因此,职业满意度在维护特殊教育教师的职业承诺和有效避免其职业倦怠方面起到了重要作用。

RI Yao, Jing/AAA-5843-2021
姚日,京/AAA-5843-2021

SN 2475-0042
2475-0042

BN 978-1-60595-190-4
978-1-60595-190-4

PY 2018
2018 年

UT WOS:000474440200078
这是一个 Web of Science 数据库的引用标识符

ER
实体关系

PT J

AU Sun, J
阿尔法太阳, J

Wang, X
王，X

Wang, YL
王, 丫丽

Du, XX
杜, XX

Zhang, CX
张, CX

AF Sun, Jin
孙金

Wang, Xian
王, 贤

Wang, Yongli
王永利

Du, Xiaoxin
杜晓欣

Zhang, Changxin
张常新

TI The mediating effect of perceived social support on the relationship
感知社会支持在关系中的中介作用

between mindfulness and burnout in special education teachers
特殊教育教师之间的正念与倦怠

SO JOURNAL OF COMMUNITY PSYCHOLOGY
社区心理学杂志

AB This study aimed to explore the mediating effect of perceived social support on the relationship between mindfulness and burnout in Chinese special education teachers. Three hundred and seven teachers completed the Five-Facet Mindfulness Questionnaire, Multi-dimensional Scale of Perceived Social Support Scale, and Teacher Burnout Inventory. The results showed that burnout was negatively correlated with mindfulness and perceived social support, while perceived social support was positively correlated with mindfulness. Moreover, perceived social support partially mediated the effect of mindfulness on special education teachers' burnout. These results suggest that the use of mindfulness combined with perceived social support may be beneficial for preventing and mitigating burnout among special education teachers.
这项研究旨在探讨在中国特殊教育教师中,感知社会支持在正念与倦怠之间的中介作用。三百零七名教师完成了五因素正念问卷、多维度感知社会支持量表和教师倦怠量表。结果表明,倦怠与正念和感知社会支持呈负相关,而感知社会支持与正念呈正相关。此外,感知社会支持部分中介了正念对特殊教育教师倦怠的影响。这些结果表明,将正念与感知社会支持结合使用可能有助于预防和减轻特殊教育教师的倦怠。

SN 0090-4392
这是一个序列编号，不需要翻译

EI 1520-6629
1520-6629

PD SEP
将数据划分为页面级别的子集

PY 2019
2019 年 PY

VL 47
47 VL

IS 7
7

BP 1799
【BP 1799】

EP 1809
第 1809 集

DI 10.1002/jcop.22229
10.1002/jcop.22229

EA AUG 2019
EA 2019 年 8 月

UT WOS:000480151500001
无需翻译

PM 31374580
原文输入为：PM 31374580 翻译结果为：PM 31374580

ER
实体关系

PT J

AU Egyed, CJ
欧格耶德, CJ

Short, RJ
短, RJ

AF Egyed, Carla J.
埃格耶德,卡拉 J.

Short, Rick Jay
肖特, 里克·杰

TI Teacher self-efficacy, burnout, experience and decision to refer a
教师自我效能、倦怠、经验和决定转介

disruptive student
不守纪律的学生

SO SCHOOL PSYCHOLOGY INTERNATIONAL
学校心理学国际

AB The purpose of this study was to investigate teacher characteristics that may lead to special education referrals, including efficacy, burnout, experience, and preparation. We hypothesized that likelihood to refer for special education is related to these teacher characteristics. This study involved 106 elementary teachers who rated themselves on the Maslach Burnout Inventory (MBI) and the Teacher Efficacy Scale (TES). They were given a case vignette of a child exhibiting behavioural problems in a classroom and were asked how likely they would be to refer the child for special education assessment. Analyses revealed that teachers who were uncertain whether they would refer a child for special education testing had higher levels of burnout than teachers who were more decided about whether to refer. No relationship was found between teacher sense of efficacy, experience, or preparation and decision to refer. Significant correlations between the subscales on the MBI and the TES suggest an inverse relationship between teacher sense of efficacy and teacher burnout.
本研究的目的是调查可能导致特殊教育转介的教师特征,包括自我效能感、倦怠、经验和准备。我们假设特殊教育转介的可能性与这些教师特征有关。该研究涉及 106 名小学教师,他们对 Maslach 工作倦怠量表(MBI)和教师自我效能感量表(TES)进行了自我评估。他们被给予一个案例概要,描述一个在课堂上表现行为问题的儿童,并被问及他们有多大可能将该儿童转介进行特殊教育评估。分析发现,不确定是否将儿童转介进行特殊教育测试的教师,其倦怠水平高于决定转介的教师。没有发现教师自我效能感、经验或准备与决定转介之间存在关系。MBI 和 TES 量表下位量表之间的显著相关表明,教师自我效能感和教师倦怠之间存在反向关系。

RI Short, Rick/AAJ-9168-2021
里克/AAJ-9168-2021

SN 0143-0343
0143-0343

PD OCT
光电二极管

PY 2006
2006 年

VL 27
27 VL

IS 4
4 IS

BP 462

EP 474
474EP

DI 10.1177/0143034306070432
10.1177/0143034306070432

UT WOS:000242342400006
无需翻译

ER
实体关系

PT J

AU CARLSON, BC
奥·卡尔森,BC

THOMPSON, JA
汤普森, JA

AF CARLSON, BC
卡尔森, 不列颠哥伦比亚省

THOMPSON, JA
汤普森, JA

TI JOB BURNOUT AND JOB LEAVING IN PUBLIC-SCHOOL TEACHERS - IMPLICATIONS FOR
公立学校教师的工作倦怠和离职 - 对此的启示

STRESS MANAGEMENT
压力管理

SO INTERNATIONAL JOURNAL OF STRESS MANAGEMENT
国际压力管理期刊

AB This study addressed the questions of whether selected teacher and organizational variables contributed to (a) significant amounts of variance in teachers scores on three components of burnout, and (b) teachers' intentions to leave special education teaching. Study participants (N = 490) included a sample of respondents to a survey of all of the 1096 special education teachers in Hawaii. Instruments used in this study included the Maslach Burnout Inventory, the Porter Need Satisfaction Questionnaire, and the Special Education Teacher Survey. Results of multiple regression analyses indicated that for the burnout components, Emotional Exhaustion and Depersonalization, relatively large and significant amounts of variance could be accounted for by a set of predictor variables. For the third burnout component, Personal Accomplishment, the variance accounted for by a set of predictor variables was significant but small. Stepwise discriminant function analysis was used to distinguish between teachers who stated they did or did not intend to leave special education teaching. Eight variables were identified as predictors of ''Intention to leave special education teaching,'' correctly classifying 73% of teachers into the appropriate ''Yes-Leaving'' and ''No-Leaving'' groups.
这项研究针对以下问题进行了探讨:是否选定的教师和组织变量对(a)教师在三个职业倦怠组成部分的得分方差产生重大影响,以及(b)教师离开特殊教育教学的意图。研究参与者(N = 490)包括从夏威夷 1,096 名特殊教育教师中抽取的调查对象。本研究使用的工具包括 Maslach 职业倦怠量表、Porter 需求满足问卷和特殊教育教师调查。多元回归分析结果表明,对于职业倦怠的组成部分情感耗尽和去人格化,可以用一组预测变量解释相当大和显著的方差。对于第三个倦怠组成部分个人成就感,由一组预测变量解释的方差虽然显著,但较小。逐步判别分析用于区分表示有意离开特殊教育教学和无意离开的教师。识别出 8 个变量作为"离开特殊教育教学的意图"的预测因子,正确分类了 73%的教师进入"是"和"否"两个离职组。

SN 1072-5245
1072-5245

PD JAN
不需要翻译

PY 1995
1995 年

VL 2

IS 1
1 IS

BP 15

EP 29

DI 10.1007/BF01701948
10.1007/BF01701948

UT WOS:A1995QG91700002
论文标题: UT WOS:A1995QG91700002

ER
实体关系

PT J

AU Benigno, V
贝尼尼诺, V

Usai, F
乌赛

Mutta, ED
但是，ED

Ferlino, L
费利诺, L

Passarelli, M
帕萨雷利

AF Benigno, V.
贝尼尼诺, V.

Usai, F.
乌赛, F.

Mutta, E. Dalla
穆塔, E. 达拉

Ferlino, L.
费尔利诺, L.

Passarelli, M.
帕萨雷利, M.

TI Burnout among special education teachers: exploring the interplay
特殊教育教师的职业倦怠:探索其中的交互影响

between individual and contextual factors
个人因素和情境因素之间

SO EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
特殊需求教育欧洲期刊

AB Special education teachers are among the professional figures in the educational sector who risk high levels of burnout. This study explores which variables among individual factors (i.e. socio-demographics, personal self-efficacy, computer self-efficacy) and contextual factors (i.e. collective self-efficacy and work organisation) can predict burnout among special education teachers. Participants included 3171 Italian special education teachers in primary, middle and high schools. They filled out the Copenhagen Burnout Inventory, the Perceived Personal and Collective Self-efficacy in the School Context Scale, the Intrapersonal Technology Integration Scale, and a questionnaire developed specifically to investigate socio-biographical characteristics and teaching organisation. A multivariate LASSO regression model was used to select the most significant predictors. The results identified multiple variables associated with burnout, both among individual factors (e.g. gender, self-efficacy) and contextual ones (e.g. lack of shared involvement in the Individualized Education Program). These results provide new perspectives for planning interventions for special education teachers taking into consideration both their individual characteristics and the context they work in. Limitations of the study and possible further research are discussed.
特殊教育教师是教育领域专业人士中易出现高水平职业倦怠的群体。本研究探讨了在个人因素(如社会人口统计学特征、个人自我效能感、计算机自我效能感)和情境因素(如集体自我效能感和工作组织)中,哪些变量可以预测特殊教育教师的职业倦怠。参与者包括 3171 名意大利小学、初中和高中的特殊教育教师。他们填写了哥本哈根职业倦怠问卷、学校情境下的感知个人和集体自我效能感量表、内在技术融合量表,以及专门开发的调查社会生物学特征和教学组织的问卷。使用多元 LASSO 回归模型选择了最显著的预测因素。结果发现多个与职业倦怠相关的变量,包括个人因素(如性别、自我效能感)和情境因素(如缺乏在个性化教育计划中的共同参与)。这些结果为规划特殊教育教师的干预措施提供了新的视角,需要考虑他们的个人特征和工作环境。讨论了本研究的局限性和进一步研究的可能方向。

RI Passarelli, Marcello/AAM-4528-2021; FERLINO, LUCIA/AAY-3845-2020
帕萨雷利,马塞罗/AAM-4528-2021; 费尔里诺,露西亚/AAY-3845-2020

OI Passarelli, Marcello/0000-0002-7991-8812; Dalla Mutta,
帕萨雷利, 马塞罗/0000-0002-7991-8812; 达拉穆塔,

Edoardo/0009-0009-9049-1176; FERLINO, LUCIA/0000-0002-8021-1793
艾多道/0009-0009-9049-1176; 费尔利诺, 露西娅/0000-0002-8021-1793

SN 0885-6257
0885-6257

EI 1469-591X
未经翻译的输入文本为：EI 1469-591X

PD 2024 JUN 5
2024 年 6 月 5 日

PY 2024
2024 年 PY

DI 10.1080/08856257.2024.2351702
10.1080/08856257.2024.2351702

EA JUN 2024
EA 2024 年 6 月

UT WOS:001238093400001
此文本无需翻译

ER
实体关系

PT J

AU Allamdarloo, GH
阿拉马达卢, 盖尔

Moradi, S
莫拉迪

AF Allamdarloo, Ghorban Hemati
阿拉姆达洛, 戈尔班·赫马蒂

Moradi, Sajedeh
莫拉迪,萨杰德

TI Job Burnout in Public and Special School Teachers
公立学校和特殊学校教师的工作倦怠

SO CLINICAL PSYCHOLOGY AND SPECIAL EDUCATION
临床心理学和特殊教育

AB The purpose of this research was to compare job burnout among public and special school teachers. The statistical population of this research consisted of all public and special school teachers in Jahrom, Iran. Of these teachers, 84 (42 public school teachers and 42 special school teachers) were selected as the study sample. Special school teachers and public school teachers were chosen using convenience sampling and multistage random sampling methods, respectively. The Maslach Burnout Inventory was used to measure job burnout. The collected data were analyzed by multivariate analysis of variance (MANOVA). The results revealed that job burnout subscales (except for the Low sense of personal accomplishment), were higher among the special school teachers compared to those of the public school teachers (p<0,001), but there was no significant difference between male and female in terms of job burnout subscales (p=0,99). According to the findings of this study, it is suggested that the Ministry of Education take steps to prevent special schools' teachers job burnout by raising the level of services at their workplaces.
这项研究的目的是比较公立学校教师和特殊学校教师的工作倦怠情况。该研究的统计对象是伊朗贾罕姆的所有公立学校教师和特殊学校教师。在这些教师中,共选取了 84 人(42 名公立学校教师和 42 名特殊学校教师)作为研究样本。特殊学校教师和公立学校教师分别采用便利抽样和多阶段随机抽样方法选择。使用 Maslach 工作倦怠量表来测量工作倦怠。收集的数据通过多变量方差分析(MANOVA)进行分析。结果表明,除了"个人成就感降低"外,其他工作倦怠因子在特殊学校教师中更高(p<0.001),但男女教师在工作倦怠因子方面没有显著差异(p=0.99)。根据本研究的结果,建议教育部采取措施,通过提高特殊学校教师的工作环境服务水平来预防他们的工作倦怠。

SN 2304-0394
2304-0394

PY 2021
2021 年

VL 10
10 VL

IS 2
2

BP 63

EP 75
第 75 集

DI 10.17759/cpse.2021100205
10.17759/cpse.2021100205

UT WOS:000681746800005
该内容为专有名词,无需翻译

ER
实体关系

PT J

AU Küçükgöz, M
AU 柯希克格兹, M

AF Kucukgoz, Mehmet
库楚格兹,梅赫梅特

TI The effect of paternalist leadership style of principals on the
校长父权式领导风格对教师工作参与和工作投入的影响

professional burnout of special education teachers
特殊教育教师的职业倦怠

SO REVISTA TEMPOS E ESPACOS EDUCACAO
所评论的时空和教育

AB This study was applied to determine whether the paternalist leadership of school principals affected the burnout levels of special education teachers. The research was carried out with mixed method. 192 teachers participated in the quantitative dimension and 25 teachers and 25 principals participated in the qualitative dimension. Paternalist Leadership Scale, Maslach Burnout Scale and Semi-Structured Question Set were used. In the research, it was determined that teachers' perception of paternalist leadership is high and their burnout levels are low. It was determined that variables of gender, age and working year did not make a significant difference on teachers' paternalist leadership perception. However, these variables cause a significant difference on teachers' professional burnout. It was determined that there was a moderately negative relationship between teachers' paternalist leadership perceptions and their burnout. As the paternalist leadership levels of the principals' increase, the burnout of the teachers decreases. It was revealed in qualitative findings that teachers define their principals just like a paternalist leader using father and boss metaphors, and the benevolent attitudes of the principals reduce teachers' burnout. A supportive result in qualitative findings is this; it was determined that the paternalist leadership style of principals prevented insensitivity from burnout dimensions in teachers.
这项研究旨在确定学校校长的家长式领导是否影响了特殊教育教师的倦怠水平。该研究采用混合方法进行。192 名教师参与了定量维度,25 名教师和 25 名校长参与了定性维度。使用了家长式领导量表、Maslach 倦怠量表和半结构化问题集。研究发现,教师对家长式领导的感知很高,而他们的倦怠水平很低。性别、年龄和工作年限等变量没有对教师的家长式领导感知产生显著影响。然而,这些变量确实导致了教师的专业倦怠存在显著差异。研究还发现,教师的家长式领导感知和他们的倦怠之间存在中等负相关关系。校长的家长式领导水平越高,教师的倦怠就越低。定性分析发现,教师使用父亲和老板的隐喻来定义他们的校长,校长的仁慈态度减轻了教师的倦怠。一个支持性的结果是,校长的家长式领导风格防止了教师在倦怠维度上的无感。

OI KUCUKGOZ, Mehmet/0000-0002-6402-5624
梅赫梅特/0000-0002-6402-5624

SN 1983-6597
1983-6597

EI 2358-1425
音 EI 2358-1425

PY 2021
2021 年

VL 14

IS 33
以下内容为简体中文翻译: 以赛亚书 33

AR e16089

DI 10.20952/revtee.v14i33.16089
这是一个专有名词,不需要翻译。

UT WOS:000678079300001
本论文文献数据库参考编号为 000678079300001

ER
实体关系

PT J

AU Sun, J
阿尔法太阳, J

Wang, YL
王, 丫丽

Wan, Q
万, Q

Huang, ZM
黄, ZM

AF Sun, Jin
孙金

Wang, Yongli
王永利

Wan, Qin
万, 秦

Huang, Zhaoming
黄,昭明

TI Mindfulness and special education teachers' burnout: The serial multiple
TI 专注力训练和特殊教育教师的职业倦怠：串联多个中介模型

mediation effects of self-acceptance and perceived stress
自我接纳和感知压力的中介效应

SO SOCIAL BEHAVIOR AND PERSONALITY
社会行为和个性

AB We used a serial multiple mediation model of self-acceptance and perceived stress to investigate the relationship between mindfulness and burnout in Chinese special education teachers. Altogether, 307 participants completed the Mindful Attention Awareness Scale, Self-Acceptance Questionnaire, Perceived Stress Scale, and Teacher Burnout Inventory. Results showed that self-acceptance and perceived stress had significant serial multiple mediation effects on the relationship between mindfulness and burnout. Perceived stress also partially mediated the effect of mindfulness on burnout. However, self-acceptance did not have a mediation effect on the relationship between mindfulness and burnout. A practical implication of these findings is that increased use of mindfulness and greater self-acceptance may, as well as reducing perceived stress, help prevent and/or alleviate burnout among special education teachers.
我们使用自我接受和感知压力的串行多重中介模型，研究了正念与中国特殊教育教师倦怠感之间的关系。共有 307 名参与者完成了正念注意觉知量表、自我接受问卷、感知压力量表和教师倦怠盘查。结果表明,自我接受和感知压力对正念与倦怠感之间的关系具有显著的串行多重中介效应。感知压力也部分中介了正念对倦怠感的影响。然而,自我接受没有对正念与倦怠感之间的关系产生中介效应。这一发现的实际意义是,增加正念实践和提高自我接受水平,以及降低感知压力,可能有助于预防和/或缓解特殊教育教师的倦怠.

SN 0301-2212
0301-2212

EI 1179-6391
本文内容不需要翻译

PD NOV
正式文件 十一月

PY 2019
2019 年 PY

VL 47
47 VL

IS 11
是 11

AR e8656
请注意不要翻译专有名词 AR e8656。 AR e8656

DI 10.2224/sbp.8656
10.2224/sbp.8656

UT WOS:000496728500017
这篇文献的标识信息是: UT WOS:000496728500017

ER
实体关系

PT J

AU Jovanovic, VR
乔瓦诺维奇、VR

Hinic, D
希尼克, D

Ignjatovic, TD
伊格纳托维奇, TD

Gajic, BS
加吉克, BS

Gajic, T
加吉奇, T

Mihajlovic, G
米哈伊洛维奇,G

AF Jovanovic, Vesna R.
乔瓦诺维奇,维斯那 R.

Hinic, Darko
希尼克,达科

Ignjatovic, Tamara Dzamonja
伊格纳托维奇,塔玛拉·扎蒙亚

Gajic, Branka Stamatovic
加吉奇、布兰卡·斯塔马托维奇

Gajic, Tomislav
加季奇,托米斯拉夫

Mihajlovic, Goran
米哈伊洛维奇,戈兰

TI Individual-psychological factors and perception of social support in
个人心理因素和社会支持的感知

burnout syndrome
职业倦怠综合征

SO VOJNOSANITETSKI PREGLED
索尼科斯安尼特斯基普雷格莱德

AB Background/Aim. Burnout syndrome is a psychological phenomenon that occurs as a response to chronic interpersonal stressors at work. It is manifested by emotional exhaustion, depersonalization and a sense of reduced personal accomplishment. The aim of the study was to examine the correlation between burnout syndrome, individualpsychological factors and social support among special and regular education teachers, as well as to determine differences of burnout syndrome dimensions between groups of teachers with different educational backgrounds. Methods. This non-experimental, cross-sectional correlation study included 317 teachers (122 special education teachers and 38 other teachers in special education for children with intellectual disabilities and 157 teachers from regular primary schools) from Belgrade. Maslach Burnout Inventory (MBI), Assertiveness Assessment Questionnaire Scale (A-Scale), Rosenberg Self-Esteem Scale (RSS), Teacher Self-Efficacy Scale (TSES), and Multidimensional Perceived Social Support Scale (MSPSS) were used in the study. Results. The highest prevalence of high levels of burnout were recorded on the emotional exhaustion subscale and were 38% for special education teachers, 47% for other teachers in special education, and 39% for teachers in regular education. The most important predictors of burnout in special education teachers were: for emotional exhaustion (self-esteem, efficiency of class management and seniority); for depersonalization (self-esteem, efficiency of class management and social support); for a sense of lower personal accomplishment (assertiveness, effective student learning and class management). The most important predictors of burnout in regular education teachers were: for emotional exhaustion (assertiveness, effective class management, social support and seniority); for depersonalization (self-esteem, effective student learning and seniority); for a reduced personal accomplishment (self-esteem, effective student learning and social support). Conclusion. Individual-psychological factors have emerged as an important predictor of burnout syndrome in the teaching profession, indicating the importance of examining the impact of these factors in other professions that are characterized by the specific demands for a deeper emotional investment during the work process.
教育背景/目的。职业倦怠综合征是一种心理现象,是对工作中长期人际压力的反应。它表现为情感耗竭、去个人化和个人成就感降低。本研究的目的是检查职业倦怠综合征、个人心理因素和社会支持之间的相关性,以及确定不同教育背景的教师职业倦怠综合征维度之间的差异。 方法。这项非实验性横断面相关研究包括来自贝尔格莱德的 317 名教师(122 名特殊教育教师和 38 名其他从事智力障碍儿童特殊教育的教师,以及 157 名普通小学教师)。使用了 Maslach 职业倦怠量表(MBI)、主张能力评估问卷量表(A 量表)、罗森堡自尊量表(RSS)、教师自我效能感量表(TSES)和多维感知社会支持量表(MSPSS)。 结果。在情感耗竭分量表上,特殊教育教师为 38%,其他特殊教育教师为 47%,普通教育教师为 39%,呈现最高的高职业倦怠水平。特殊教育教师职业倦怠的最重要预测因素为:情感耗竭(自尊、课堂管理效能和资历);去个人化(自尊、课堂管理效能和社会支持);个人成就感降低(主张能力、学生学习效率和课堂管理)。 常规教育教师耗竭的最重要预测因素是:情感耗竭(主动性、有效的班级管理、社会支持和资历);去人格化(自尊、有效的学生学习和资历);个人成就感降低(自尊、有效的学生学习和社会支持)。结论是,个人心理因素已经成为教学专业中耗竭综合征的重要预测因素,这表明有必要在其他要求更深层次情感投入的职业中考察这些因素的影响。

RI Hinic, Darko/AFX-6479-2022; Dzamonja Ignjatovic, Tamara/AAH-4673-2020
瑞尼克，达科/AFX-6479-2022; 扎莫尼亚·伊格纳特科维奇，塔玛拉/AAH-4673-2020

OI Mihajlovic, Goran/0000-0002-8012-2010; Hinic, Darko/0000-0002-9922-6477
奥伊·米哈伊洛维奇,戈兰/0000-0002-8012-2010; 希尼奇,达尔科/0000-0002-9922-6477

SN 0042-8450
0042-8450

EI 2406-0720
均无需翻译

PY 2021
2021 年

VL 78
78 VL

IS 9
是 9

BP 944

EP 954
954 EP

DI 10.2298/VSP190820004J
10.2298/VSP190820004J

UT WOS:000707506000008
译文如下： UT WOS:000707506000008

ER
实体关系

PT J

AU Sims, BW
奥森西姆斯，布莱克沃特

Matos, RI
马托斯,RI

Brendle, J
布伦德尔, J

Lock, RH
锁定, RH

AF Sims, Britt W.
阿弗·西姆斯,布里特 W.

Matos, Renee I.
马托斯，雷尼

Brendle, Janna
布兰德尔,詹娜

Lock, Robin H.
罗宾·洛克

TI The Impact of Adaptive Leadership on Burnout in Special Education During
适应性领导对特殊教育工作者职业倦怠的影响

the COVID-19 Pandemic
COVID-19 疫情

SO JOURNAL OF RESEARCH ON LEADERSHIP EDUCATION
《教育领导研究杂志》

AB Occupational burnout among special education teachers results in increased attrition, and lower student and teacher outcomes. The purpose of this quantitative correlational study was to establish a framework of occupational burnout within special education and adaptive leadership theory. The quantitative correlational study surveyed K-12 special education teachers who taught during the COVID-19 pandemic. Sixty-seven eligible respondents completed the online survey including demographics, Maslach Burnout Inventory Educators Survey, Adaptive Leadership with Authority Scale, and sections of Pandemic Experiences and Perceptions Survey. A statistical correlation between teacher occupational burnout and adaptive leadership indicated supervisors using adaptive leadership strategies had less teacher attrition.
特殊教育教师的职业倦怠导致了更高的流失率以及学生和教师结果的下降。这项定量相关研究的目的是建立一个特殊教育职业倦怠和适应性领导理论的框架。这项定量相关研究对在新冠疫情期间工作的 K-12 特殊教育教师进行了调查。67 名符合条件的受访者完成了包括人口统计学、Maslach 职业倦怠问卷教师版、授权适应性领导量表以及新冠疫情经历和感知调查部分的在线调查。教师职业倦怠和适应性领导之间的统计相关表明,使用适应性领导策略的主管导致教师流失减少。

SN 1942-7751
1942-7751

PD JUN
您好，我已经将您的输入文本"PD JUN"翻译为简体中文。以下是翻译结果: PD JUN

PY 2024
2024 年 PY

VL 19
19VL

IS 2
2

BP 221

EP 240
第 240 集

DI 10.1177/19427751231168990
10.1177/19427751231168990

EA APR 2023

UT WOS:000978491900001
以下是相应的简体中文翻译: UT WOS:000978491900001

ER
实体关系

PT J

AU Ruble, L
欧元

Mcgrew, JH
麦格鲁,JH

Dueber, D
杜尔伯, D

Salyers, MP
萨尔耶斯, MP

AF Ruble, Lisa
阿尔弗·卢布勒，丽萨

Mcgrew, John H.
麦格鲁,约翰 H.

Dueber, David
杜贝尔, 大卫

Salyers, Michelle P.
萨耶尔斯,米歇尔 P.

TI BREATHE-EASE Goals for Reducing Special Education Teacher Burnout
减少特殊教育教师职业倦怠的目标

SO TEACHER EDUCATION AND SPECIAL EDUCATION
师范教育和特殊教育

AB Burnout is the leading cause of the special education teacher shortage. A burnout intervention adapted for teachers was tested in two studies. Study 1 used a randomized design; Study 2 was a pre-post design. In Study 1, 44 teachers were randomized into the intervention or an active control. To enhance impact, for Study 2, personal goal-setting was added, and the intervention was renamed BREATHE-EASE (Burnout Reduction: Enhanced Awareness, Tools, Handouts, and Education-Evidence-Based Activities for Educators) Goals and evaluated with a different cohort of 42 teachers. Teachers completed assessments of social support, coping, and mindfulness. For Study 1, a medium to large nonsignificant effect for reduced emotional exhaustion (eta 2 = .087) was found based on a per-protocol analysis of attending at least two sessions. For Study 2, emotional exhaustion was reduced (d = 0.45), and mindfulness (d = 0.39) and coping (d = 0.78) skills were improved. The findings offer a promising approach for special education teacher burnout and intrapersonal skills.
教师倦怠是导致特殊教育教师短缺的主要原因。针对教师的倦怠干预措施在两项研究中进行了测试。第一项研究采用了随机设计,第二项研究采用了前后测设计。在第一项研究中,44 名教师被随机分配到干预组或主动对照组。为了提高影响力,在第二项研究中加入了个人目标设置,并将干预措施重新命名为 BREATHE-EASE(教师倦怠减少:增强意识、工具、手册和教育依据的活动)。第二项研究共有 42 名教师参与,评估了社会支持、应对能力和正念。在第一项研究中,根据参加至少两个会议的分析,情感耗竭有中等到大的非显著效果(η2 = 0.087)。在第二项研究中,情感耗竭得到缓解(d = 0.45),正念(d = 0.39)和应对能力(d = 0.78)也有所提高。这一发现为特殊教育教师的倦怠问题和人际技能提供了一种有希望的方法。

OI , Lisa/0000-0001-7495-6572
李萨/0000-0001-7495-6572

SN 0888-4064
0888-4064

EI 1944-4931
1944-4931

PD FEB
未来议定书

PY 2025

VL 48
48 VL

IS 1
1 IS

BP 5

EP 25
第 25 集

DI 10.1177/08884064241288262
10.1177/08884064241288262

EA NOV 2024
EA 2024 年 11 月

UT WOS:001357924600001
这是一个文献标识符,无需翻译

ER
实体关系

PT J

AU Gilmour, AF
吉尔摩, 非洲

Sandilos, LE
桑迪罗斯, LE

Pilny, WV
佩尼, 西弗吉尼亚

Schwartz, S
肖尔茨,S

Wehby, JH
韦比, JH

AF Gilmour, Allison F.
阿尔伯特·F·吉尔莫

Sandilos, Lia E.
桑迪洛斯,利亚 E.

Pilny, William V.
皮林尼,威廉 V.

Schwartz, Samantha
施华兹,萨曼莎

Wehby, Joseph H.
韦比,约瑟夫 H.

TI Teaching Students With Emotional/Behavioral Disorders: Teachers' Burnout
教导情感/行为障碍学生:教师倦怠

Profiles and Classroom Management
个人简历和课堂管理

SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
情感与行为障碍杂志

AB Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K-6 general education and special education teachers who had students with or at-risk for EBD in their classrooms. We then examined if profile membership varied by teacher type (special education vs. general education) and if profile membership was related to teachers' directly observed classroom management skills. Our results suggest that teachers exhibit three burnout profiles: "flourishing," "buffered," and "struggling"; that profile membership did not vary by teacher type; and that burnout profiles were related to teachers' classroom management skills. These findings suggest teachers may need differential supports when working with students who have EBD and provide directions for future research regarding the association between teacher affect and classroom instruction.
AB 教师可能会对教授情感/行为障碍(EBD)学生产生情感反应,从而影响他们的效果。我们使用潜在的个人资料分析来研究 102 名 K-6 普通教育和特殊教育教师的倦怠情况,他们的课堂上有 EBD 学生或有 EBD 风险。我们接着研究了教师类型(特殊教育与普通教育)是否会影响个人资料组成,以及个人资料组成是否与教师直接观察到的课堂管理技能相关。我们的结果表明,教师表现出三种倦怠情况:「茁壮成长」、「获缓解」和「挣扎」;教师类型不会影响个人资料组成;倦怠情况与教师的课堂管理技能相关。这些发现表明,在与有 EBD 的学生一起工作时,教师可能需要获得不同的支持,并为未来研究教师情感与课堂教学之间的关系提供方向。

OI Gilmour, Allison/0000-0002-6189-7099
吉尔摩, 艾利森/0000-0002-6189-7099

SN 1063-4266
未修改

EI 1538-4799
译文: EI 1538-4799

PD MAR
专有名词不需要翻译,输出如下: PD MAR

PY 2022

VL 30

IS 1
1 IS

BP 16

EP 28
第 28 集

AR 10634266211020258
10634266211020258

DI 10.1177/10634266211020258
10.1177/10634266211020258

EA JUN 2021

UT WOS:000664276000001
这是一个标准的 Web of Science (WOS)引用格式,无需翻译

ER
实体关系

PT J

AU Ruble, L
欧元

Cormier, CJ
科莫尔, CJ

McGrew, J
麦格鲁，J

Dueber, DM
杜贝尔, DM

AF Ruble, Lisa
阿尔弗·卢布勒，丽萨

Cormier, Christopher J.
科米尔，克里斯托弗 J.

McGrew, John
麦格鲁,约翰

Dueber, David M.
杜贝尔,大卫 M.

TI A Comparison of Measurement of Stability and Predictors of Special
TI 特殊稳定性测量和预测因子的比较

Education Burnout and Work Engagement
教育倦怠和工作投入

SO REMEDIAL AND SPECIAL EDUCATION
补救和特殊教育

AB Special education teacher (SET) stress and burnout is a significant problem. A total of 490 special education teachers were surveyed across the United States. The purpose of this study was to (a) assess and compare three measures of burnout/work engagement, the Maslach Burnout Inventory (MBI), the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES) and (b) examine change over the course of a school year that coincided with the COVID-19 pandemic. Significant measurement quality issues were observed for the MBI and OLBI, including questionable convergent validity. Burnout of SETs was found to be highly stable for the MBI and OLBI. Teachers experienced little mean change in burnout over the school year, and perceptions of the effects of COVID and demographic and school variables were generally not predictive of change in burnout for any measure. Implications are discussed.
特殊教育教师(SET)的压力和倦怠是一个重大问题。在美国各地调查了 490 名特殊教育教师。本研究的目的是：(a)评估和比较三种衡量倦怠/工作投入的方法,即 Maslach 倦怠量表(MBI)、Oldenburg 倦怠量表(OLBI)和乌特勒支工作投入量表(UWES);(b)研究与 COVID-19 疫情重合的一个学年内的变化情况。对于 MBI 和 OLBI,观察到了重大的测量质量问题,包括收敛效度存疑。发现 SET 的倦怠度在 MBI 和 OLBI 上高度稳定。教师在学年内的倦怠程度平均变化很小,COVID 的影响以及人口统计和学校变量也基本没有预测任何倦怠变化。

RI Cormier, Christopher/AAD-4011-2021
小兰·科米尔，克里斯托弗/AAD-4011-2021

OI , Lisa/0000-0001-7495-6572; Cormier, Christopher/0000-0002-2187-8475
李莎, 0000-0001-7495-6572; 克里斯托弗·科米尔, 0000-0002-2187-8475

SN 0741-9325
正文

EI 1538-4756
我们将 EI 1538-4756 保持原文,不进行翻译

PD 2024 JUL 31
2024 年 7 月 31 日

PY 2024
2024 年 PY

DI 10.1177/07419325241265979
10.1177/07419325241265979

EA JUL 2024
2024 年 7 月 EA

UT WOS:001281794500001
事项编号:001281794500001

ER
实体关系

PT J

AU Bataineh, O
巴塔伊内

Alsagheer, A
阿尔萨吉尔, A

AF Bataineh, Osamah
艾芙·巴泰尼

Alsagheer, Ahmed
艾尔萨盖尔,艾哈迈德

TI AN INVESTIGATION OF SOCIAL SUPPORT AND BURNOUT AMONG SPECIAL EDUCATION
对特殊教育工作者的社会支持和过度劳累的调查

TEACHERS IN THE UNITED ARAB EMIRATES
阿拉伯联合酋长国的教师

SO INTERNATIONAL JOURNAL OF SPECIAL EDUCATION
国际特殊教育杂志

AB This study aimed at investigating which source of social support (supervisors, colleagues, friends, spouse, or family) would be most effective in reducing burnout among special education teachers. A sample of 300 special education teachers (50 males and 250 females) completed Burnout and Sources of Social Support questionnaires. Pearson correlation coefficients and ANOVA procedures were utilized to analyze the data. Results revealed significant positive correlations between family support, colleagues support, and personal accomplishment. Demographic variables sex, age, marital status, and teaching experience were not significantly related to any of the three burnout dimensions. Results were interpreted and implications for special education teachers were suggested.
这项研究旨在调查哪种社会支持源（上司、同事、朋友、配偶或家人）最有效地减少特殊教育教师的 wyxb。300 名特殊教育教师(50 名男性和 250 名女性)完成了工作倦怠和社会支持来源问卷。使用 Pearson 相关系数和 ANOVA 程序分析了数据。结果显示,家庭支持、同事支持与个人成就感之间存在显著正相关。人口统计学变量性别、年龄、婚姻状况和教学经验与 3 个倦怠维度都没有显著相关。对结果进行了解释并提出了对特殊教育教师的启示。

SN 0827-3383
0827-3383

PY 2012
2012 年

VL 27
27 VL

IS 2
2

BP 5

EP 13
第 13 集

UT WOS:000215055700001
本文保持不变

ER
实体关系

PT J

AU Hazan-Liran, B
哈赞-利兰，B

Karni-Vizer, N
卡尼-维泽

AF Hazan-Liran, Batel
哈赞-利兰,巴特尔

Karni-Vizer, Nirit
卡尼-维泽,尼丽特

TI Psychological capital as a mediator of job satisfaction and burnout
心理资本作为工作满意度和倦怠的中介

among teachers in special and standard education
在特殊和普通教育中的教师之间

SO EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
特殊需求教育欧洲期刊

AB Teaching is a stressful profession, and rates of departure are high. We examined whether teachers' levels of psychological capital (PsyCap), a concept integrating four positive psychological resources (hope, self-efficacy, resilience, optimism), affects their job satisfaction and burnout. Israeli schools are now required to be inclusive; consequently, teachers in standard educational settings teach children with special needs, despite a lack of training. Our sample comprised 123 Israeli teachers: 56 from special education schools and 67 from standard education system. As hypothesised, higher levels of PsyCap were correlated with higher job satisfaction and lower burnout among all teachers. Also as hypothesised, there were differences in job satisfaction and burnout: special education teachers reported more job satisfaction and less burnout. Both groups had similar levels of PsyCap, thus not supporting our hypothesis. The findings suggest the need to rethink working conditions for teachers in standard education when classes are required to be inclusive. As it is possible to improve PsyCap through intervention programmes, researchers and policymakers may consider designing and testing interventions for teachers.
AB 教学是一个压力大的职业,离职率也很高。我们研究了教师的心理资本(PsyCap)水平,这是一个集成四种积极心理资源(希望、自我效能、韧性、乐观)的概念,对他们的工作满意度和职业倦怠的影响。以色列学校现在被要求实行包容性教育;因此,标准教育环境中的教师尽管缺乏培训,仍在教授有特殊需求的儿童。我们的样本包括 123 名以色列教师:56 名来自特殊教育学校,67 名来自标准教育系统。如假设的那样,较高水平的 PsyCap 与较高的工作满意度和较低的职业倦怠相关。同样如假设,在工作满意度和职业倦怠方面也存在差异:特殊教育教师报告的工作满意度更高,职业倦怠更低。两组教师的 PsyCap 水平相似,因此未能支持我们的假设。研究结果表明,当要求标准教育环境的班级实行包容性教育时,需要重新考虑教师的工作条件。由于可以通过干预计划来提高 PsyCap,研究人员和决策者可能会考虑设计和测试针对教师的干预措施。

OI Hazan-Liran, Batel/0000-0003-1124-2171
哈珊-利兰, Batel/0000-0003-1124-2171

SN 0885-6257
0885-6257

EI 1469-591X
未经翻译的输入文本为：EI 1469-591X

PD MAY 3
5 月 3 日

PY 2024
2024 年 PY

VL 39
39 VL

IS 3
3

BP 337

EP 351

DI 10.1080/08856257.2023.2215009
10.1080/08856257.2023.2215009

EA MAY 2023
2023 年 5 月 EA

UT WOS:000994754500001
这是一个专有名词,不需要翻译

ER
实体关系

PT J

AU Lavian, RH
阿乌·拉维安，RH

AF Lavian, Rivka Hillel
阿夫拉维安,里夫卡·希勒

TI The impact of organizational climate on burnout among homeroom teachers
组织气候对班主任职业倦怦的影响

and special education teachers (full classes/individual pupils) in
和特殊教育教师(全班/个别学生)

mainstream schools
主流学校

SO TEACHERS AND TEACHING
教师和教学

AB This article reports on a quantitative research study designed to examine the impact of organizational climate on burnout among homeroom and special education teachers working in Israeli state (non-religious) schools. The research literature identifies various causes for teacher burnout, offering evidence that special education teachers experience more burnout than teachers of mainstream classes. The research population for this study comprised 302 teachers from elementary schools in the state education system of the Tel Aviv district. The research group was divided into three subgroups: 138 teachers in regular education, 102 teachers from the Local Resource Center for Special Education Services (MATIA program) who were integrated into mainstream schools, and 62 special education teachers. The research tool was a questionnaire titled 'Teaching Role, School Characteristics, and Teacher's Feelings,' which was specially constructed for the study. Data analysis examined 302 questionnaires completed by the regular and special education teachers. The Structural Equation Models instrument was used to analyze the data and test the hypotheses utilizing AMOS 4.0 software. The data analysis showed that teachers start out of a sense of idealism and a belief in their willingness and ability to work hard. For many, the harsh reality of teaching becomes apparent within a very short time in the classroom and involves problematic work with difficult classes, often in an unsupportive organizational climate. These problems lead to stress followed by burnout and even to a desire to quit the profession. Feelings of stress and burnout were found common to teachers in both regular and special education classes and the explanation was found to involve classroom dynamics. On the other hand, the MATIA teachers, who work in mainstream schools with only one or two pupils, showed different results for all the parameters tested. School organizational climate was found to have a significant impact on burnout. The more unsupportive the school organizational climate is perceived, the greater the feeling of stress and burnout among teachers appears to be. Conversely, the more supportive the school organizational climate is perceived to be, the more likely the teacher is not to experience burnout.
这篇文章报告了一项量化研究,旨在研究组织气候对以色列州立（非宗教）学校的普通班和特殊教育教师的倦怠的影响。研究文献确定了教师倦怠的各种原因,提供了证据表明特殊教育教师比普通班教师经历更多的倦怠。这项研究的研究对象包括来自特拉维夫地区公立学校系统的 302 名教师。研究群体被分为三个子群:138 名普通教育教师,102 名融入普通学校的特殊教育服务本地资源中心（MATIA 项目）教师,以及 62 名特殊教育教师。研究工具是一份题为《教学角色、学校特征和教师感受》的专门为这项研究构建的问卷。数据分析检查了普通和特殊教育教师填写的 302 份问卷。使用 AMOS 4.0 软件采用结构方程模型工具分析数据并验证假设。数据分析显示,教师最初怀着理想主义和工作努力的意愿。但对很多人来说,教学的严酷现实在很短的课堂时间内就开始显现,涉及处理问题班级的困难工作,常常面临不支持的组织环境。这些问题导致了压力,随之而来的是倦怠,甚至 退出该行业的愿望。压力和倦怠感普遍存在于普通班和特殊教育班教师中,其原因在于课堂动态。另一方面,在普通学校只教一两名学生的 MATIA 教师在所有测试的参数中都有不同的结果。 学校组织气候被发现对职业倦怠有显著影响。组织气候越不支持,教师的压力和职业倦怠感就越强。相反,组织气候越支持,教师就越不容易经历职业倦怠。

SN 1354-0602
1354-0602

PY 2012
2012 年

VL 18
18VL

IS 2
2

BP 233
233

EP 247
第 247 集

DI 10.1080/13540602.2012.632272
10.1080/13540602.2012.632272

UT WOS:000303571100007
这是一个文献引用标识符

ER
实体关系

PT J

AU Soini, T
索尼, T

Pietarinen, J
彼得林

Pyhältö, K
皮哈尔托,K

Haverinen, K
哈维里宁, K

Jindal-Snape, D
金达尔-斯内普，D

Kontu, E
孔图, E

AF Soini, T.
索尼, T.

Pietarinen, J.
皮埃特里宁, J.

Pyhaeltoe, K.
普哈尔托, K.

Haverinen, K.
哈弗瑞宁，K.

Jindal-Snape, D.
金达尔-斯内普，D.

Kontu, E.
孔图, E.

TI Special education teachers' experienced burnout and perceived fit with
特殊教育教师经历了职业倦怠,并感到与工作的适配度不佳

the professional community: A 5-year follow-up study
专业社区:5 年跟进研究

SO BRITISH EDUCATIONAL RESEARCH JOURNAL
如下所示: SO BRITISH EDUCATIONAL RESEARCH JOURNAL

AB In many countries, including in Finland, promoting inclusive school practices supporting pupils' equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pupil-teacher relationships. However, the resources of a school's social working environment experienced as a functional teacher-working environment fit may buffer the risk of developing burnout. This study aims to gain a better understanding of the interrelation between, and development of, special education teachers' experienced burnout symptoms and perceived teacher-working environment fit across time. The longitudinal study included two measurements (in year 2010, n = 760 and in year 2016, n = 485). The results show that special education teachers' experienced inadequacy in pupil-teacher relationships predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in pupil-teacher relationships 5 years later. Moreover, a perceived good teacher-working environment fit predicted lower cynicism towards the teacher community 5 years later.
在包括芬兰在内的许多国家,促进有利于学生平等学习权利的包容性学校实践是学校发展的重点。特殊教育教师在发展包容性学校和课堂实践中扮演着关键的中介作用,为学生和同行教师提供支持。这可能增加他们经历疲惫、对教师群体产生冷嘲热讽以及在师生关系中感到不足的风险。然而,学校社会工作环境作为一个良好的教师工作环境可能缓解教师倦怠的风险。这项研究旨在更好地理解特殊教育教师经历的倦怠症状与感知的教师工作环境适合度之间的相互关系及其随时间的变化。这项纵向研究包括两次测量(2010 年,n=760;2016 年,n=485)。结果显示,特殊教育教师在师生关系中感觉不足预测了 5 年后的教师疲惫、对教师群体的冷嘲热讽以及在师生关系中的不足感。此外,感知到良好的教师工作环境适合度预测了 5 年后更低水平的对教师群体的冷嘲热讽。

OI Jindal-Snape, Divya/0000-0003-3851-3381; Kontu, Elina
欧阳金德-斯奈普，迪维亚/0000-0003-3851-3381; 孔图，艾丽娜

Kaarina/0000-0001-5808-4399; Soini, Tiina/0000-0002-0637-8931;
卡琳娜/0000-0001-5808-4399; 索尼, 蒂娜/0000-0002-0637-8931;

Haverinen, Kaisa/0000-0002-9779-493X
哈维林,凯萨/0000-0002-9779-493X

SN 0141-1926
0141-1926

EI 1469-3518
1469-3518

PD JUN
您好，我已经将您的输入文本"PD JUN"翻译为简体中文。以下是翻译结果: PD JUN

PY 2019
2019 年 PY

VL 45
45 VL

IS 3
3

BP 622

EP 639
第 639 集

DI 10.1002/berj.3516
10.1002/berj.3516

UT WOS:000471780900010
本文转化为简体中文的结果为: UT WOS:000471780900010

ER
实体关系

PT J

AU Jovanovic, V
乔瓦诺维奇，V

Karic, J
卡里克,J

Mihajlovic, G
米哈伊洛维奇,G

Dzamonja-Ignjatovic, T
扎莫尼亚-伊格纳托维奇, T

Hinic, D
希尼克, D

AF Jovanovic, Vesna
乔瓦诺维奇,维斯纳

Karic, Jasmina
卡里克,雅斯米娜

Mihajlovic, Goran
米哈伊洛维奇,戈兰

Dzamonja-Ignjatovic, Tamara
扎莫尼亚-伊格纳托维奇,塔马拉

Hinic, Darko
希尼克,达科

TI Work-related burnout syndrome in special education teachers working with
特殊教育教师的工作倦怠综合征

children with developmental disorders - possible correlations with some
发展障碍儿童 - 与某些因素可能存在相关性

socio-demographic aspects and assertiveness
社会人口统计学方面和刚性

SO EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
特殊需求教育欧洲期刊

AB The aim of this research was to examine the levels of burnout syndrome dimensions in special education teachers and correlations with some socio-demographic characteristics, job characteristics, and levels of assertiveness. The research included 225 special education teachers from Serbia (82% were women, 18% were men, with the average age of 42.51 +/- 9.23 years). Research instruments included Maslach Burnout Inventory, Rathus Assertiveness Schedule, and a socio-demographic questionnaire. There were differences in all burnout dimensions in relation to types of students' special needs. Higher levels of burnout symptoms were observed in teachers working with children with motor skill disorders. The assertiveness scores had a significant negative correlation with emotional exhaustion and depersonalisation, and a positive correlation with a lack of accomplishment. The results obtained may help in the planning of the adequate preventative measures for improving the mental health of those professionals.
本研究的目的是探讨特殊教育教师倦怠综合征维度水平以及与某些社会人口特征、工作特征和主动性水平的相关性。该研究包括来自塞尔维亚的 225 名特殊教育教师(82%为女性,18%为男性,平均年龄 42.51±9.23 岁)。研究工具包括 Maslach 倦怠量表、Rathus 主动性量表和社会人口特征问卷。在学生特殊需求类型方面,所有倦怠维度存在差异。对于从事服务于肢体障碍儿童的教师,观察到更高的倦怠症状水平。主动性得分与情感耗竭和去人格化呈显著负相关,与成就感缺乏呈正相关。获得的结果可能有助于规划适当的预防措施,以改善这些专业人员的心理健康。

RI Dzamonja Ignjatovic, Tamara/AAH-4673-2020; Hinic, Darko/AFX-6479-2022
罗伊·扎莫尼亚·伊格纳托维奇, 塔玛拉/AAH-4673-2020; 希尼奇, 达尔科/AFX-6479-2022

OI Hinic, Darko/0000-0002-9922-6477; Mihajlovic, Goran/0000-0002-8012-2010
你好, Hinic, Darko/0000-0002-9922-6477; Mihajlovic, Goran/0000-0002-8012-2010

SN 0885-6257
0885-6257

EI 1469-591X
未经翻译的输入文本为：EI 1469-591X

PD OCT 20
20 年 10 月

PY 2019
2019 年 PY

VL 34
34

IS 5
5

BP 692

EP 701

DI 10.1080/08856257.2019.1572092
10.1080/08856257.2019.1572092

UT WOS:000487028100010
这是一个纯文本输入。我将以简体中文输出翻译结果,并保留任何无需翻译的内容原文不变。 UT WOS:000487028100010

ER
实体关系

PT J

AU Küçüksüleymanoglu, R
阿乌•库乔克苏莱曼奥

AF Kucuksuleymanoglu, Ruyam
阿尔·库丘克斯莱曼奥卢,我的梦

TI BURNOUT SYNDROME LEVELS OF TEACHERS IN SPECIAL EDUCATION SCHOOLS IN
特殊教育学校教师的 TI 倦怠综合征水平

TURKEY
土耳其

SO INTERNATIONAL JOURNAL OF SPECIAL EDUCATION
国际特殊教育杂志

AB The purpose of this study is to determine whether burnout levels of special education teachers working with hearing, orthopedic and mentally impaired students in Bursa, Turkey differ according to some independent variables such as gender, family status, years of teaching experience, educational background and school type. A descriptive approach incorporating quantitative and qualitative methods was adopted in the present study to collect data. To analyse the quantitative data, t-tests and Mann Whitney-U test and descriptive analysis were used. A total of 67 teachers were selected from the seven special education schools in Bursa, Turkey. Each subject was given both the Maslach Burnout Inventory and Personal Information Form. Fourteen of the voluntarily participant teachers were interviewed. The results of the study revealed the fact that teachers working in special education schools had been experiencing burnout at very high levels. When burnout levels were investigated with respect to the type of the schools where the teachers work, significant differences were found in all subscales. To overcome burnout syndrome, it is necessary to train qualified teachers not only psychologically but also physiologically. For this reason, teachers both during pre-service and in-service education periods should take some courses, which will help them avoid burnout.
本研究的目的是确定土耳其布尔萨地区从事听力、肢体和智力障碍学生教学的特殊教育教师的倦怠水平,是否根据性别、家庭状况、教学经验年限、教育背景和学校类型等独立变量存在差异。本研究采用结合定量和定性方法的描述性方法收集数据。为分析定量数据,使用了 t 检验、曼-惠特尼 U 检验和描述性分析。从布尔萨 7 所特殊教育学校中选择了共 67 名教师参与本研究。每位受试者都填写了马斯拉赫倦怠量表和个人信息表。另有 14 名自愿参与的教师接受了访谈。研究结果显示,特殊教育学校的教师普遍存在严重的倦怠感。在不同类型学校工作的教师倦怠水平的各个维度上也存在显著差异。为了缓解倦怠综合症,不仅需要从心理上,也需要从生理上对合格的教师进行培训。因此,在岗前和在职培训期间,教师应修读一些有助于避免倦怠的课程。

RI Kucuksuleymanoglu, Ruyam/A-7341-2019
库丘克苏雷曼奥卢,《我的梦想》/A-7341-2019

OI KUCUKSULEYMANOGLU, EMINE RUYAM/0000-0003-3540-2117
奥伊·库库克苏莱曼奥卢,埃明·鲁亚姆/0000-0003-3540-2117

SN 0827-3383
0827-3383

PY 2011
2011 年

VL 26

IS 1
1 IS

BP 53
英里加仑

EP 63

UT WOS:000215054600006
此行文本作为专有名词,无需翻译

ER
实体关系

PT J

AU Park, EY
澳大利亚公园(AU Park), 毅行者(EY)

Shin, M
申, M

AF Park, Eun-Young
安夫公园, 恩英

Shin, Mikyung
申, 美京

TI A Meta-Analysis of Special Education Teachers' Burnout
特殊教育教师职业倦怠的元分析

SO SAGE OPEN
开放杂志

AB This meta-analysis verifies associations between three dimensions of special education teachers' (SET) burnout (emotional exhaustion, depersonalization, and personal accomplishment) and student-, teacher-, and school-related variables. Altogether, 28 peer-reviewed English articles and 13 dissertations (total sample of teachers = 6,623) published between 1983 and December 2018 were analyzed. The degree of correlation effect sizes between special education teachers' burnout and its related variables was extensive. Results revealed distinct relations by each burnout dimension: emotional exhaustion, depersonalization, and personal accomplishment and student-, teacher-, and school-related variables. Student age (Fisher's Z = .316) was significantly associated with SET depersonalization. Self-efficacy (Fisher's Z = -0.390, emotional exhaustion; -0.321, depersonalization; 0.633, personal accomplishment), stress (0.366, emotional exhaustion; 0.340, depersonalization; -0.110 personal accomplishment), and support from school personnel (-0.119, emotional exhaustion; -0.140, depersonalization; 0.172, personal accomplishment) were also significantly related to each burnout dimension. Support programs to relieve SET burnout must consider these variables.
这项元分析验证了特殊教育教师(SET)三个层面的职业倦怠(情感耗竭、去人格化和个人成就感)与学生、教师和学校相关变量之间的关联。共分析了 1983 年至 2018 年 12 月发表的 28 篇同行评审英语文章和 13 篇论文(共 6,623 名教师)。特殊教育教师职业倦怠与相关变量之间的相关效应大小很大。结果显示,三个职业倦怠维度(情感耗竭、去人格化和个人成就感)与学生、教师和学校相关变量存在不同关系。学生年龄(Fisher's Z = 0.316)与 SET 去人格化显著相关。自我效能感(-0.390 情感耗竭;-0.321 去人格化;0.633 个人成就感)、压力(0.366 情感耗竭;0.340 去人格化;-0.110 个人成就感)和学校人员的支持(-0.119 情感耗竭;-0.140 去人格化;0.172 个人成就感)也与每个职业倦怠维度显著相关。缓解 SET 职业倦怠的支持计划必须考虑这些变量。

RI Shin, Mikyung/AAC-7429-2021
申理敏/AAC-7429-2021

OI Shin, Mikyung/0000-0001-7907-9193
申宿英/0000-0001-7907-9193

SN 2158-2440
2158-2440

PD APR
这些内容无需翻译

PY 2020
2020 年

VL 10
10 VL

IS 2
2

AR 2158244020918297
自动机器人 2158244020918297

DI 10.1177/2158244020918297
10.1177/2158244020918297

UT WOS:000535976900001
这是一个期刊论文的 DOI（数字目标标识符），无需翻译

ER
实体关系

PT J

AU Sözer-Boz, E
苏泽尔-博兹, E

Turgut, S
图尔古特·S

Ugurlu, M
乌古鲁, M

AF Sozer-Boz, Esra
索泽-博兹, 埃斯拉

Turgut, Sedat
图尔古特,塞达特

Ugurlu, Mahir
乌尔卢，马希尔

TI The relationships between burnout profiles, teacher agency, and
教师倦怠状况、教师主动性和

meaningful work of special education teachers
有意义的特殊教育教师工作

SO EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
特殊需求教育欧洲期刊

AB Burnout is an increasing issue among special education teachers (SETs), impacting students, the education system, and society. This study aimed to identify burnout profiles of SETs and explore the relationship between these profiles and the levels of teacher agency and meaningful work. Latent profile analysis was used to define burnout profiles as assessed by the three dimensions of the Maslach Burnout Inventory. The data was collected from SETs (n = 258) in the Turkey sample through an online survey. Five burnout profiles were identified: (1) Burnout (31%), (2) Disengaged (9%), (3) Overextended (25%), (4) Inefficacy (15%), and (5) Engagement (20%). Each burnout profile was associated with a different pattern of teacher agency and meaningful work. The results showed that the burnout profile corresponds to a relatively high number of SETs. Unlike previous studies, high levels of meaningful work (OR = 5.48) increased the odds of being classified in the burnout profile. Additionally, the level of teacher agency in the burnout profile was higher than in the other profiles. Albeit limited, the results suggested that the majority of the SETs require support through interventions to reduce burnout symptoms and enhance overall well-being.
特殊教育教师(SETs)的倦怠问题日益加重,影响学生、教育系统和社会。本研究旨在识别 SETs 的倦怠特征,探讨这些特征与教师主动性和有意义工作水平之间的关系。采用潜在特征分析,根据 Maslach 倦怠量表的三个维度定义了五种倦怠特征:(1)倦怠(31%),(2)淡漠(9%),(3)过度(25%),(4)无效能(15%), (5)投入(20%)。每种倦怠特征都对应不同的教师主动性和有意义工作水平。结果显示,倦怠特征对应相当多的 SETs。与先前研究不同,高水平的有意义工作(OR = 5.48)增加了被归类为倦怠特征的几率。此外,倦怠特征组的教师主动性水平高于其他特征组。尽管有限,结果表明大多数 SETs 需要通过干预措施来减少倦怠症状,提高整体福祉。

RI UGURLU, Mahir/MAI-3599-2025; TURGUT, Sedat/JED-9597-2023
里 乌古鲁, 马欣/MAI-3599-2025; 图尔古特, 塞达特/JED-9597-2023

OI Turgut, Sedat/0000-0002-6612-9320; UGURLU, Mahir/0000-0003-4005-4882
艾图尔格特,塞达特/0000-0002-6612-9320;乌古鲁,马希尔/0000-0003-4005-4882

SN 0885-6257
0885-6257

EI 1469-591X
未经翻译的输入文本为：EI 1469-591X

PD SEP 2
2022 年 9 月 2 日

PY 2024
2024 年 PY

VL 39
39 VL

IS 5
5

BP 693
不需要翻译

EP 708
第 708 集

DI 10.1080/08856257.2023.2282246
10.1080/08856257.2023.2282246

EA NOV 2023

UT WOS:001103081200001
以下是翻译结果: UT WOS:001103081200001

ER
实体关系

PT J

AU Garwood, JD
高伍德，吉迪

Werts, MG
韦尔茨, MG

Varghese, C
瓦格西,C

Gosey, L
高斯, L

AF Garwood, Justin D.
加里伍德,贾斯汀 D.

Werts, Margaret G.
韦尔茨,玛格丽特·G。

Varghese, Cheryl
瓦尔盖斯,切里尔

Gosey, Leanne
高赛,莉安

TI Mixed-Methods Analysis of Rural Special Educators' Role Stressors,
农村特殊教育工作者的角色压力的混合方法分析

Behavior Management, and Burnout
行为管理和职业倦怠

SO RURAL SPECIAL EDUCATION QUARTERLY
乡村特殊教育季刊

AB The researchers of this study used a mixed-methods approach to understand issues of rural special education teacher burnout. Results of survey responses (n = 64) and follow-up focus group interviews (n = 12) from rural special education teachers indicated several factors contributing to stress and burnout. Teachers noted that lack of clarity in their roles, too many facets to the roles, emotional exhaustion, and lack of accomplishment contributed to their perceptions. Good working relationships with colleagues and administrators, building relationships with students, and a high level of self-advocacy were noted as helping to maintain mental health and a work-life balance. Possible steps to alleviate risk factors of rural special education teacher burnout are discussed.
研究人员采用了混合方法方法来了解农村特殊教育教师倦怠的问题。对 64 名农村特殊教育教师的调查结果和 12 名教师的后续小组访谈表明,几个因素导致了压力和倦怠。教师们指出,角色不明确、角色太多、情绪耗尽和缺乏成就感都会影响他们的感受。与同事和管理人员保持良好的工作关系、与学生建立关系以及高度的自我倡导有助于维持心理健康和工作生活平衡。讨论了缓解农村特殊教育教师倦怠风险因素的可能措施。

SN 8756-8705
8756-8705

EI 2168-8605
回复如下: EI 2168-8605

PD MAR
专有名词不需要翻译,输出如下: PD MAR

PY 2018
2018 年

VL 37
37 VL

IS 1
1 IS

BP 30
在 BP 30 烯:

EP 43
第 43 集

DI 10.1177/8756870517745270
10.1177/8756870517745270

UT WOS:000445411500005
原文本: UT WOS:000445411500005 翻译: UT WOS:000445411500005

ER
实体关系

PT J

AU Langher, V
劳兰格, V

Caputo, A
卡普托

Ricci, ME
李启

AF Langher, Viviana
朗霍尔, 维维亚纳

Caputo, Andrea
卡普托,安德里亚

Ricci, Maria Elisabetta
里奇，玛丽亚·伊丽莎白

TI The Potential Role of Perceived Support for Reduction of Special
潜在的感知支持在特殊社区康复中的作用

Education Teachers' Burnout
教师倦怠

SO INTERNATIONAL JOURNAL OF EDUCATIONAL PSYCHOLOGY
国际教育心理学期刊

AB Teacher burnout is conceived as a general concern in special education because of the emotionally demanding work context. This study explored the potential role of perceived support for reduction of burnout in a sample of 276 special education teachers working in lower (n= 130) and higher (n= 146) secondary schools. Participants completed the Maslach Burnout Inventory - Educators Survey (MBIES) and a scale on the perceived collaboration and support from general education teachers. To explore the association between perceived support and each burnout measure considered (emotional exhaustion, depersonalisation, and personal accomplishment), correlation analyses were performed. Then, in order to check the robustness of our empirical findings, multilevel regression models (at teacherschool- administrative area level) were used controlling for several variables (teacher socio-demographic characteristics, teacher training and professional background, inclusive teaching practice and school context). Results suggest the potential role of perceived support in reducing emotional exhaustion and improving personal accomplishment in all the models considered. Instead, the relationship between perceived support and depersonalisation seems to be quite controversial, moreover when adding controls related to teacher's training and professional background.
特殊教育教师的工作环境非常具有挑战性,因此情感耗竭是他们普遍面临的问题。这项研究探讨了 276 名特殊教育教师感知到的支持在减轻他们工作倦怠方面的作用,其中 130 名来自初中,146 名来自高中。参与者填写了马斯拉赫工作倦怠量表-教育人员版,并评估了普通教育教师的协作和支持。通过相关分析和多层回归分析(考虑教师个人特征、培训背景和教学实践以及学校环境等因素),结果表明感知到的支持可能有助于减少情感耗竭,提高个人成就感。但感知支持与去人格化的关系并不明确,尤其是在加入教师培训和从业背景等控制变量后。

RI Caputo, Andrea/V-5276-2018
卡普托, 安德里亚/V-5276-2018

SN 2014-3591
2014-3591

PD JUN
您好，我已经将您的输入文本"PD JUN"翻译为简体中文。以下是翻译结果: PD JUN

PY 2017
2017 年 PY

VL 6

IS 2
2

BP 120

EP 147
第 147 集

DI 10.17583/ijep.2017.2126
10.17583/ijep.2017.2126

UT WOS:000407033000002
这条数据没有可翻译的内容

ER
实体关系

PT J

AU Sang, GQ
吴桑, 国庆

Yuan, C
袁, C

Wang, M
王，M

Chen, J
陈, J

Han, XY
韩, XY

Zhang, RB
张, RB

AF Sang, Guoqiang
桑国强

Yuan, Chuang
袁莊

Wang, Min
王, 敏

Chen, Jun
陈俊

Han, Xingye
韩兴业

Zhang, Ruibao
张锐保

TI What Causes Burnout in Special School Physical Education Teachers?
特殊学校体育教师的职业倦怠原因

Evidence from China
来自中国的证据

SO SUSTAINABILITY
可持续发展

AB Special physical education is considered a challenging process concerned with the development of the physical and mental health of students with physical disabilities. Special physical education teachers face pressures from society, parents, schools, and themselves, which can easily lead to burnout and increase levels of teacher attrition. In our paper, we explore the significant effects of role and job stress (divided into role ambiguity and conflict, and stressors and stress responses, respectively), teaching efficacy (divided into general and personal teaching efficacy), job satisfaction (divided into internal and external job satisfaction), and social support (divided into objective and subjective support) on burnout (divided into emotional exhaustion, depersonalization, and reduced personal accomplishment). We chose to conduct an empirical analysis using data from different regions of China. Our study results showed that role conflict, general teaching efficacy, job satisfaction, and objective support were the main factors influencing burnout among special physical education teachers in China. Stressors were the main factors influencing emotional exhaustion. General teaching efficacy, job stress, and role conflict significantly influenced depersonalization. Internal job satisfaction and personal teaching efficacy mainly influenced feelings of reduced personal accomplishment. Attributes such as seniority, marriage status, gender, academic titles, and education level also affected burnout. Additionally, we verified that there are regional disparities in the factors influencing burnout. Finally, our study of burnout among special physical education teachers could improve the physical and mental health of students with physical disabilities.
特殊体育教育被视为一个充满挑战的过程,关注于身障学生身心健康的发展。特殊体育教育教师面临来自社会、家长、学校和自己的压力,容易导致职业倦怠和教师流失率上升。我们的论文探讨了角色和工作压力(分别为角色模糊和冲突,以及压力源和应激反应)、教学效能(分为一般教学效能和个人教学效能)、工作满意度(分为内在和外在工作满意度)以及社会支持(分为客观和主观支持)对倦怠(分为情绪耗竭、去人格化和个人成就感降低)的重大影响。我们选择使用中国不同地区的数据进行实证分析。研究结果显示,角色冲突、一般教学效能、工作满意度和客观支持是影响中国特殊体育教师倦怠的主要因素。压力源是影响情绪耗竭的主要因素。一般教学效能、工作压力和角色冲突显著影响去人格化。内在工作满意度和个人教学效能主要影响个人成就感降低。资历、婚姻状态、性别、职称和教育水平等属性也会影响倦怠。此外,我们验证了影响倦怠的因素存在地区差异。最后,我们对特殊体育教师倦怠的研究可以改善身障学生的身心健康。

RI Chuang, Yuan/JLM-7211-2023
庄日,袁/JLM-7211-2023

EI 2071-1050
2071-1050

PD OCT
光电二极管

PY 2022

VL 14

IS 20
是 20

AR 13037

DI 10.3390/su142013037
10.3390/su142013037

UT WOS:000873380100001
该行文本无需翻译

ER
实体关系

PT J

AU Jeon, HJ
全璟洙，洪柱铉

Kwon, KA
权，KA

Mccartney, C
麦卡特尼, C

Diamond, L
钻石, L

AF Jeon, Hyun-Joo
全光前, 玄珠

Kwon, Kyong-Ah
权,庆安

Mccartney, Christina
麦卡特尼, 克里斯蒂娜

Diamond, Lindsay
戴蒙德, 林赛

TI Early childhood education and early childhood special education
提前儿童教育和提前儿童特殊教育

teachers' perceived stress, burnout, and depressive symptoms
教师感知到的压力、倦怠和抑郁症状

SO CHILDREN AND YOUTH SERVICES REVIEW
儿童和青年服务评论

AB The current study examines the relationships between teachers' job demands and resources, perceived stress, job burnout, and depressive symptoms through an online survey administered to early childhood education (ECE: n = 143) and early childhood special education (ECSE: n = 121) teachers in a western state of the United States. Results showed no difference between ECE and ECSE teachers in their levels of job demands, resources, perceived stress, job burnout, and depressive symptoms. Both ECE and ECSE teachers' job-related stressors were positively related to their perceived stress, and their job commitment was negatively associated with job burnout. However, there were some differences in the correlates of job burnout between ECE and ECSE teachers. For ECE teachers, the number of children with disabilities and their teaching efficacy predicted their job burnout, whereas with ECSE teachers, job-related stressors and the supportiveness of school climate (or the lack thereof) were indirectly related to their job burnout through their perceived stress. The current study suggests that providing professional development for these teachers and enhancing a school's supportive climate will promote the well-being of both ECE and ECSE teachers.
该研究考察了教师工作需求和资源、感知压力、工作倦怠和抑郁症状之间的关系。结果表明,ECE 和 ECSE 教师的工作需求、资源、感知压力、工作倦怠和抑郁症状水平无差异。两类教师的工作相关压力与感知压力呈正相关,工作承诺与工作倦怠呈负相关。但 ECE 和 ECSE 教师的工作倦怠相关因素有所不同。对 ECE 教师而言,残障儿童数量和教学效能预测其工作倦怠,而对 ECSE 教师来说,工作相关压力和学校气氛支持程度(或其缺乏)通过感知压力间接影响其工作倦怠。该研究建议为这些教师提供专业发展培训,营造支持性的学校气氛,以促进 ECE 和 ECSE 教师的身心健康。

SN 0190-7409
0190-7409

EI 1873-7765
1873-7765

PD NOV
正式文件 十一月

PY 2024
2024 年 PY

VL 166
的是 166

AR 107915

DI 10.1016/j.childyouth.2024.107915
10.1016/j.childyouth.2024.107915

EA SEP 2024

UT WOS:001320557600001
预计的中文翻译如下: UT WOS:001320557600001

PM 39553463
39553463

ER
实体关系

PT J

AU Al-Dababneh, KA
阿尔-达巴布内

Al-Attiyah, AAM
阿尔-阿提亚, AAM

Al-Zboon, EK
阿尔-祖汶

AF Al-Dababneh, Kholoud Adeeb
阿尔-达巴布内, 赫鲁德·阿迪布

Al-Attiyah, Asma Abdulla M.
阿尔-阿蒂亚，阿斯马·阿卜杜拉·M.

Al-Zboon, Eman K.

TI Levels of Psychological Burnout Among Female Special-Education Teachers
女性特殊教育教师的心理耗竭程度

Working with Children with Disabilities: A Comparative Study between
与残疾儿童的合作:中美两国的比较研究

Jordan and Qatar
约旦和卡塔尔

SO INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
国际残疾、发展和教育期刊

AB The study aimed to discover the levels of psychological burnout (PB) among female special-education (FSE) teachers in inclusive schools in Jordan and Qatar, and to examine relationships between some demographic variables and PB. A random sample of 314 FSE teachers participated in the study by completing the study scale (Maslach PB inventory (MBI)); 30 teachers were later interviewed. The results showed a low level of psychological burnout among FSE teachers. The level of psychological burnout was moderate regarding emotional exhaustion, whereas it was low regarding depersonalisation and a sense of reduced personal accomplishment. The results also showed that the main predictors of psychological burnout were the age of the teacher (for the depersonalisation) and the level of disabilities of the child for whom they were responsible (for both depersonalisation and lack of a sense of personal accomplishment factors). More studies should be conducted to explore the factors that cause emotional PB among FSE teachers.
这项研究旨在发现约旦和卡塔尔融合学校中女性特殊教育(FSE)教师的心理倦怠(PB)水平,并检查一些人口统计变量与 PB 之间的关系。314 名 FSE 教师参加了该研究,完成了研究量表(Maslach PB inventory (MBI)),随后 30 名教师接受了采访。结果显示,FSE 教师的心理倦怠水平较低。情感耗竭方面的心理倦怠水平中等,而去人格化和减少个人成就感方面的水平较低。结果还显示,导致心理倦怠的主要预测因素是教师的年龄(去人格化)和他们负责的儿童残障程度(去人格化和减少个人成就感因素)。应开展更多研究,探究导致 FSE 教师情感 PB 的因素。

RI Al-Dababneh, kholoud/AAN-2365-2021
阿尔-达巴布内赫, kholoud/AAN-2365-2021

OI Al-Dababneh, Kholoud/0000-0001-7465-569X
艾尔-达巴布内，霍鲁德/0000-0001-7465-569X

SN 1034-912X
从英文到简体中文的翻译如下: SN 1034-912X

EI 1465-346X
转换后的简体中文文本如下： EI 1465-346X

PD 2024 DEC 1
2024 年 12 月 1 日

PY 2024
2024 年 PY

DI 10.1080/1034912X.2024.2433227
10.1080/1034912X.2024.2433227

EA DEC 2024
EA 二零二四年十二月

UT WOS:001368520600001
这是一个 DOI (Digital Object Identifier) 号码

ER
实体关系

PT J

AU Ruble, L
欧元

McGrew, J
麦格鲁，J

Fischer, M
费希尔，M

Findley, J
芬德利，J

Stayton, R
斯泰顿, R

AF Ruble, Lisa
阿尔弗·卢布勒，丽萨

McGrew, John
麦格鲁,约翰

Fischer, Melanie
费希尔,梅拉尼

Findley, Jordan
芬德利,乔丹

Stayton, Rebecca
斯泰顿, 丽贝卡

TI School and Intrapersonal Predictors and Stability of Rural Special
学校和个人预测因素对农村特殊教育的稳定性影响

Education Teacher Burnout
教育从业者职业倦怠

SO RURAL SPECIAL EDUCATION QUARTERLY
乡村特殊教育季刊

AB Special education teacher attrition is a significant and chronic problem that has worsened since the pandemic. A longitudinal survey of burnout was conducted with rural special education teachers (n = 48) over four timepoints through the school year just prior to COVID-19. Both school and intrapersonal predictors of burnout obtained at the beginning of the school year were used to predict burnout at the end of the school year. Findings revealed that burnout is highly stable over the course of the school year. Furthermore, the strongest predictors of burnout at the end of the school year were baseline scores of burnout. Only one school factor, excessive work demands, and several teacher intrapersonal variables, coping, social support, and mindfulness skills predicted at least one indicator of burnout. In a regression analysis, the baseline scores of each of the different domains of burnout (emotional exhaustion, depersonalization, personal accomplishment) accounted for the most variance in burnout reported at the end of the school year, except for passive avoidance. Passive avoidance accounted for unique variance with depersonalization. These findings suggest that burnout is stable and help identify teacher intrapersonal or school factors that might be useful targets for prevention or intervention research related to burnout.
特殊教育教师流失是一个重大且持续存在的问题,并且在疫情期间有所加剧。在 COVID-19 爆发前的一个学年内,对 48 名农村特殊教育教师进行了一项纵向倦怠调查,使用学校和个人内在因素在学年初预测学年末的倦怠情况。研究发现,教师倦怠在学年内是高度稳定的。此外,学年末的倦怠最强预测因素是学年初的倦怠得分。只有一个学校因素,即工作要求过重,以及几个个人内在变量,如应对方式、社会支持和正念技能,能预测至少一个倦怠指标。回归分析发现,除了被动逃避外,各种倦怠域(情感耗竭、去人格化、个人成就感)的基线得分解释了学年末报告的大部分倦怠方差。被动逃避解释了去人格化的独特方差。这些发现表明,教师倦怠是稳定的,有助于确定可能是预防或干预教师倦怠研究的有效目标的个人内在或学校因素。

OI , Lisa/0000-0001-7495-6572
李萨/0000-0001-7495-6572

SN 8756-8705
8756-8705

EI 2168-8605
回复如下: EI 2168-8605

PD SEP
将数据划分为页面级别的子集

PY 2023
2023 年的 PY

VL 42
42

IS 3
3

BP 124

EP 135
第 135 集

DI 10.1177/87568705231180885
10.1177/87568705231180885

EA JUL 2023
EA 2023 年 7 月

UT WOS:001018267000001
在深信息检索数据库中查到了以下信息: UT WOS:001018267000001

ER
实体关系

PT J

AU Hester, OR
奥斯特, 俄勒冈

Bridges, SA
桥梁，SA

Rollins, LH
罗林斯, LH

AF Hester, Olivia R.
赫斯特 · 奥利维娅 R.

Bridges, Shannon A.
布里奇斯、香农 A.

Rollins, Lauren Hart
劳伦 哈特

TI 'Overworked and underappreciated': special education teachers describe
过劳和缺乏认可:特殊教育教师的描述

stress and attrition
压力和耗损

SO TEACHER DEVELOPMENT
教师发展

AB Rising attrition rates and the shortage of highly qualified special education teachers have a negative impact on students and school districts. This study explores the open-ended questions that were part of a larger mixed-method analysis to uncover the voices of current special education teachers (n= 366) from across the United States. Using their own words, teachers identify work-related stressors and express their reasonings behind leaving the field of special education. Overall, results indicate that teachers did not feel supported by their administrators and that their profession had an adverse effect on their overall quality of life, thereby contributing to feelings of burnout. Recommendations for future research and the need for professional development are discussed.
上升的流失率和缺乏高度合格的特殊教育教师对学生和学区产生负面影响。这项研究探讨了作为较大混合方法分析一部分的开放式问题,以揭示来自美国各地的现任特殊教育教师(n=366)的声音。老师们用自己的话语识别与工作相关的压力源,并表达离开特殊教育领域的原因。总的来说,结果表明教师们没有得到管理层的支持,而且他们的职业对整体生活质量产生不利影响,从而导致倦怠感。讨论了未来研究的建议和专业发展的需求。

OI Hester, Olivia R./0000-0001-6192-0781
赫斯特，奥利维亚 R./0000-0001-6192-0781

SN 1366-4530
1366-4530

EI 1747-5120
1747-5120

PD MAY 26
5 月 26 日

PY 2020
2020 年

VL 24

IS 3
3

BP 348

EP 365
第 365 集

DI 10.1080/13664530.2020.1767189
10.1080/13664530.2020.1767189

EA MAY 2020
EA 2020 年 5 月

UT WOS:000541614000001
该文本内容为专有名词,无需翻译

ER
实体关系

PT J

AU Onuigbo, LN
阿乌·奥努伊博

Onyishi, CN
恩伊西，CN

Eseadi, C
埃塞迪,C

AF Onuigbo, Liziana N.
阿福·奥奈乌博，利齐安娜·N.

Onyishi, Charity N.
汪义实，慈善 N.

Eseadi, Chiedu
埃塞迪,奇迪

TI Clinical benefits of rational-emotive stress management therapy for job
理性情感压力管理疗法对工作的临床效益

burnout and dysfunctional distress of special education teachers
特殊教育教师的职业倦怠和功能性压力

SO WORLD JOURNAL OF CLINICAL CASES
世界临床病例杂志

AB It has been observed that managing job burnout and dysfunctional distress constitute part of the major challenges among special educators, and that empirical data on the management of burnout and dysfunctional distress associated with the job of special education teachers are lacking in the literature. The current article discusses the clinical benefits of a rational-emotive stress-management therapy program in reducing the level of job burnout symptoms and dysfunctional distress in special education teachers, using evidence from a 2018 clinical trial study that reported the efficacy of this intervention. Results show the clinical benefits and implications of conducting a rational-emotive stress management intervention, and recommendations are made for future research.
已观察到,管理工作倦怠和失功能性痛苦是特殊教育工作者面临的主要挑战之一,而文献中缺乏关于管理特殊教育教师工作倦怠和失功能性痛苦的实证数据。本文探讨了理性-情绪压力管理治疗项目在降低特殊教育教师工作倦怠症状和失功能性痛苦水平方面的临床效益,并引用了 2018 年临床试验研究的有效性证据。研究结果显示,实施理性-情绪压力管理干预的临床效益和影响,并提出了未来研究的建议。

RI Onyishi, Charity/ABC-4485-2020; ESEADI, CHIEDU/J-3078-2015
李安逸, 慈善/ABC-4485-2020; 艾萨迪, 齐伊杜/J-3078-2015

OI Onyishi, Charity/0000-0003-4047-7850; ESEADI, CHIEDU/0000-0003-1711-7558
欧尼希, 慈善/0000-0003-4047-7850; 埃斯亚迪, 奇德/0000-0003-1711-7558

SN 2307-8960
2307-8960 SN

PD JUN 26
6 月 26 日

PY 2020
2020 年

VL 8
8VL

IS 12
12

BP 2438
普 2438

EP 2447
2447

DI 10.12998/wjcc.v8.i12.2438
这是一个 DOI 号(数字对象标识符)。它不需要翻译,应该保持原文: DI 10.12998/wjcc.v8.i12.2438

UT WOS:000556698200003
本文未校正

PM 32607321
32607321

ER
实体关系

PT J

AU Platsidou, M
普拉西杜、M

Agaliotis, I
阿加利奥蒂斯, I

AF Platsidou, Maria
普拉特西杜、马利亚

Agaliotis, Ioannis
阿加利欧蒂斯,伊奥尼斯

TI Burnout, Job Satisfaction and Instructional Assignment-related Sources
工作倦怠、工作满足度以及教学任务相关的来源

of Stress in Greek Special Education Teachers
希腊特殊教育教师的压力

SO INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
国际残疾、发展和教育期刊

AB In the literature concerning Greek special education teachers, there is little evidence regarding the perceived levels of burnout, job satisfaction, and job-related stress factors. The present study focused on the above issues. A sample of 127 Greek special education teachers at the primary school level was tested with the Maslach Burnout Inventory, the Employee Satisfaction Inventory, and the Inventory of Job-related Stress Factors ( an instrument created for this study). Results indicated that Greek special education teachers reported average to low levels of burnout. They reported moderately high levels of satisfaction with their job, the principal, and the school organisation as a whole; they also reported average satisfaction with work conditions and low satisfaction with prospects of promotion and pay. Four factors were identified on the job-related stress factors: teaching in a multi-category classroom, programme organisation and implementation, assessment of students, and collaborations with other special education experts and parents. The special education teachers perceived none of these issues as particularly overwhelming. Moreover, few significant effects of age, gender, and family status were identified. The above results are consistent with other studies that have focused on Greek regular education teachers, which have indicated that, in general, this group do not experience high levels of occupational stress.
在关于希腊特殊教育教师的文献中,很少有关于他们感知到的倦怦感、工作满意度和工作相关压力因素的证据。本研究重点关注上述问题。对 127 名希腊小学特殊教育教师进行了 Maslach 倦怦感量表、雇员满意度问卷和工作相关压力因素问卷(为本研究专门创建的一种工具)测试。结果表明,希腊特殊教育教师报告的倦怦感处于中等到低水平。他们对工作、校长和学校组织整体的满意度都较高,对工作条件也一般满意,但对晋升和薪酬前景的满意度较低。在工作相关压力因素方面,识别出四个因素:在多类别课堂教学、课程组织和实施、学生评估以及与其他特殊教育专家和家长的合作。特殊教育教师感觉这些问题都不太令人压倒。此外,也很少发现年龄、性别和家庭状况的显著影响。上述结果与关注希腊普通教育教师的其他研究一致,表明这一群体通常不会经历高水平的职业压力。

RI Agaliotis, Ioannis/AAM-3393-2021; Platsidou, Maria/P-3319-2019
阿哈拉纸,伊万尼斯/AAM-3393-2021;普拉茨迪乌,玛丽亚/P-3319-2019

OI Platsidou, Maria/0000-0002-0421-8133
奥利·普拉西多乌,玛丽亚/0000-0002-0421-8133

SN 1034-912X
从英文到简体中文的翻译如下: SN 1034-912X

EI 1465-346X
转换后的简体中文文本如下： EI 1465-346X

PY 2008
2008 年

VL 55
55 VL

IS 1
1 IS

BP 61
伯克利

EP 76
第 76 集

DI 10.1080/10349120701654613
10.1080/10349120701654613

UT WOS:000270813000005
您好,这是您输入的原文: UT WOS:000270813000005 这里是该内容的中文翻译: UT WOS:000270813000005

ER
实体关系

PT J

AU Sawatske, A

Leonard, C
列昂纳德,C

Harris, J
哈里斯, J

Dally, K
达利, K

AF Sawatske, Andrew
安德鲁·佛罗伦斯·萨瓦茨基

Leonard, Carl
列昂纳德,卡尔

Harris, Jess
哈里斯，杰斯

Dally, Kerry
达利,凯瑞

TI The Case for Special Education Teacher Wellbeing: A Multidimensional
特殊教育教师福祉的理由:多维度方法

Review of the Evidence and Future Directions
证据回顾和未来方向

SO AUSTRALASIAN JOURNAL OF SPECIAL AND INCLUSIVE EDUCATION
澳大利亚和新西兰特殊和包容性教育杂志

AB Extant studies of special education teacher wellbeing often focus on negative aspects, such as stress, burnout and the consequent attrition from teaching, the latter occurring with increasing frequency in the field of special education. In this article, the authors use the OECD teacher wellbeing framework to conceptualise special education teacher wellbeing as a positive multidimensional construct, making the case for uncoupling special education teacher wellbeing from mainstream teacher wellbeing given the almost paradigmatic difference in roles, responsibilities, and educational context within Australian schools. The (limited) literature reveals numerous possibilities for supporting and promoting special education teacher wellbeing with salient wellbeing-promoting factors, such as teacher self-efficacy, connectedness, professional development, and class structure. Further empirical studies harnessing these factors will help improve working conditions and the wellbeing of special education teachers.
现有关于特殊教育教师福祉的研究往往关注负面方面,如压力、倦怠以及因此导致的从教辞职,后者在特殊教育领域中愈加频繁发生。在本文中,作者使用经济合作与发展组织的教师福祉框架,将特殊教育教师福祉概念化为一个积极的多维度构建,并阐述了将特殊教育教师福祉与主流教师福祉分开考虑的理由,因为在澳大利亚学校中,两者在角色、责任和教育背景方面存在几乎范式性的差异。有限的文献揭示了众多支持和促进特殊教育教师福祉的可能性,如教师自我效能感、联系感、专业发展和班级结构等重要的促进福祉的因素。进一步的实证研究利用这些因素将有助于改善特殊教育教师的工作条件和福祉。

RI Leonard, Carl/AAG-1614-2020
李奥纳德，卡尔/AAG-1614-2020

OI Sawatske, Andrew/0009-0008-7196-580X; Leonard, Carl/0000-0003-2175-6774
欧文·萨沃茨克, 安德鲁/0009-0008-7196-580X; 莱纳德, 卡尔/0000-0003-2175-6774

SN 2515-0731
2515-0731

EI 2515-074X
2515-074X

PD JUL
个人数据法

PY 2024
2024 年 PY

VL 48
48

IS 1
1 IS

BP 64
百宝

EP 77
第 77 集

DI 10.1017/jsi.2023.16
10.1017/jsi.2023.16

EA JAN 2024

UT WOS:001142155200001
该文献已被收录于 ISSN 1051-0796

ER
实体关系

PT J

AU Dias, PC
澳大利亚迪亚斯, 彼得·科尔曼

Peixoto, R
佩克索托, 阿尔

Cadime, I
凯迪姆，我

AF Dias, Paulo Cesar
迪亚斯,保罗·塞萨尔

Peixoto, Ricardo
佩索托, 里卡多

Cadime, Irene
卡迪米,伊丽妮

TI Associations between burnout and personal and professional
职业倦怠与个人和专业因素之间的联系

characteristics: a study of Portuguese teachers
特征：对葡萄牙教师的研究

SO SOCIAL PSYCHOLOGY OF EDUCATION
社会教育心理学

AB Recent research has suggested that teachers' burnout is growing and, consequently, affecting their overall satisfaction with life and professional involvement. The goal of this study was to assess burnout in Portuguese teachers and to explore whether burnout levels are associated with teachers' personal and professional characteristics. A sociodemographic questionnaire and the Oldenburg Burnout Inventory (OLBI) were used to collect data from a sample of 262 teachers, who were mostly female (66.0%), were aged between 26 and 63 years (mean = 44, SD = 7.95), and had an average of 18 years of experience in teaching regular classes (SD = 9.22) and an average of 2 years of experience in special education (SD = 4.97). The results suggested the adequate psychometric properties of the OLBI in Portuguese teachers. Moreover, the older the teachers were, the higher the levels of burnout they reported. Burnout was positively associated with the number of years of experience but only in regular education teachers. Although no differences in burnout as a function of experience in inclusive classrooms were found, a positive correlation of teachers' burnout with the number of students with special needs in the classroom was identified. The results are discussed according to the literature, and suggestions for future studies are presented.
近期研究表明,教师倦怠正在增加,从而影响他们的总体生活满意度和职业参与度。本研究的目标是评估葡萄牙教师的倦怠情况,并探讨倦怠水平是否与教师的个人和职业特征相关。我们使用了社会人口统计问卷和奥登堡倦怠问卷(OLBI)收集了 262 名教师的数据,其中大部分为女性(66.0%),年龄在 26 至 63 岁之间(平均 44 岁,标准差 7.95),在普通班级教学方面平均有 18 年经验(标准差 9.22),在特殊教育方面平均有 2 年经验(标准差 4.97)。结果表明,OLBI 在葡萄牙教师中有良好的心理测量属性。此外,教师年龄越大,倦怠水平越高。倦怠与教学经验年限呈正相关,但仅限于普通教育教师。尽管在包容性教室经验方面没有发现倦怠的差异,但发现教师倦怠与班级中特殊需求学生人数呈正相关。结果按照文献进行了讨论,并提出了未来研究的建议。

RI Dias, Paulo/ABA-5583-2020; Cadime, Irene/M-5604-2015; Peixoto,
戴亚斯,保罗/ABA-5583-2020;卡迪梅,艾琳/M-5604-2015;佩克索托,

Ricardo/L-8440-2016
里卡多/L-8440-2016

OI Dias, Paulo/0000-0001-6876-3723; Cadime, Irene/0000-0001-8285-4824;
戴亚斯,保罗/0000-0001-6876-3723;卡迪梅,伊雷内/0000-0001-8285-4824;

Peixoto, Ricardo/0000-0002-0469-0040
佩索托,里卡多/0000-0002-0469-0040

SN 1381-2890
1381-2890

EI 1573-1928
1573-1928

PD AUG
单纯的 AUG

PY 2021
2021 年

VL 24

IS 4
4 IS

BP 965
碧浪 965

EP 984
984 EP

DI 10.1007/s11218-021-09640-z
10.1007/s11218-021-09640-z

EA JUN 2021

UT WOS:000663694800001
本文已翻译如下: UT WOS:000663694800001

ER
实体关系

PT J

AU Scott, TM
斯科特, 商标

AF Scott, Terrance M.
斯科特·泰伦斯 M.

TI Training Classroom Management With Preservice Special Education
特殊教育预服务课堂管理

Teachers: Special Education Challenges in a General Education World
教师:普通教育世界中的特殊教育挑战

SO TEACHER EDUCATION AND SPECIAL EDUCATION
师范教育和特殊教育

SN 0888-4064
0888-4064

EI 1944-4931
1944-4931

PD MAY
可能的差异

PY 2017
2017 年 PY

VL 40

IS 2
2

SI SI
是是

BP 97

EP 101

DI 10.1177/0888406417699051
10.1177/0888406417699051

UT WOS:000399687000001
这是一个文献参考号。不需要翻译

ER
实体关系

PT J

AU Pavlidou, K
帕维利杜, K

Alevriadou, A
阿列夫里亚多

AF Pavlidou, Kyriaki
阿夫·帕夫利杜

Alevriadou, Anastasia
阿列夫里亚杜，阿纳斯塔西娅

TI An Assessment of General and Special Education Teachers' and Students'
一般教师、特殊教育教师和学生对其进行的评估

Interpersonal Competences and Its Relationship to Burnout
人际交往能力与職業倦怠的关系

SO INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
国际残疾、发展和教育期刊

AB The purpose of this research was to measure teachers and students interpersonal competences in situations that a teacher may face at school and which require interpersonal interaction with students, parents or other teachers. In addition, the mediating role of interpersonal competences was examined in the relationship between teachers' interpersonal style and burnout. In order to measure interpersonal competences, a test (Teachers' Interpersonal Competency Test) was constructed according to the standards of Situational Judgement Tests (SJTs). The sample consisted of 269 Greek General and Special Education teachers and 117 students from General and Special Education Departments. Participants completed the Teachers' Interpersonal Competency Test, the Questionnaire on Teacher Interaction and the Maslach Burnout Inventory. According to the results of the statistical analysis, interpersonal competences were mainly differentiated between teachers who worked at different levels of education. Differences in interpersonal competences also occurred between teachers and students, as well as between first- and third-year students. Interpersonal competences have been shown to play a protective mediating role between interpersonal style and burnout. The present research contributes to the study of teachers' interpersonal competences and their importance to the wellbeing of teachers and students as well, through the development of supportive interpersonal styles.
这项研究的目的是测量教师和学生在教师在学校可能面临的需要与学生、家长或其他教师进行人际互动的情况下的人际能力。此外,还研究了教师人际互动风格与职业倦怠之间的中介作用。为了测量人际能力,根据情境判断测试(SJT)的标准构建了一个测试(教师人际能力测试)。样本包括 269 名希腊普通和特殊教育教师以及 117 名来自普通和特殊教育系的学生。参与者完成了教师人际能力测试、教师互动问卷和 Maslach 职业倦怠量表。根据统计分析结果,人际能力主要在不同教育水平的教师之间有所区别。人际能力也在教师和学生之间以及一年级和三年级学生之间存在差异。人际能力已被证明在人际互动风格和职业倦怠之间起到保护性的中介作用。这项研究有助于研究教师的人际能力,以及通过培养支持性的人际互动风格来维护教师和学生的福祉。

OI PAVLIDOU, KYRIAKI/0000-0002-6885-3566; ALEVRIADOU,
帕夫利杜, 基里亚基/0000-0002-6885-3566; 阿列夫里亚杜,

ANASTASIA/0000-0001-7022-5537
安娜斯塔西娅/0000-0001-7022-5537

SN 1034-912X
从英文到简体中文的翻译如下: SN 1034-912X

EI 1465-346X
转换后的简体中文文本如下： EI 1465-346X

PD MAY 4
5 月 4 日

PY 2022

VL 69
69 VL

IS 3
3

BP 1080
1080

EP 1094
第 1094 集

DI 10.1080/1034912X.2020.1755425
10.1080/1034912X.2020.1755425

EA APR 2020
EA 2020 年 4 月

UT WOS:000528366400001

ER
实体关系

PT J

AU Garwood, JD
高伍德，吉迪

Van Loan, CL
范·德·兰

Werts, MG
韦尔茨, MG

AF Garwood, Justin D.
加里伍德,贾斯汀 D.

Van Loan, Christopher L.
范·洛安, 克里斯托弗 L.

Werts, Margaret Gessler
韦尔茨，玛格丽特·格斯勒

TI Mindset of Paraprofessionals Serving Students with Emotional and
准备工作人员为情绪和行为障碍学生提供服务的心态

Behavioral Disorders
行为障碍

SO INTERVENTION IN SCHOOL AND CLINIC
学校和诊所的干预

AB As schools across the United States move toward more inclusive models and as caseloads for special education teachers increase, special education paraprofessionals are being hired to fill service delivery gaps. Most often, paraprofessionals are asked to provide social and behavioral support to students with disabilities, and much of their time is spent in direct support of students with emotional and behavioral disorders. Special education teachers have reported that students with emotional and behavioral disorders are some of the hardest to serve, and those working in this field have the highest rate of burnout. Although there has been increased recognition of the importance of mental health and wellbeing for special education teachers, little attention has been paid to paraprofessionals' needs. Based on recommendations for special education teachers in the extant literature, 12 survival mindsets to be adopted by paraprofessionals are proposed that may prevent burnout by promoting greater resiliency, emotional wellbeing, and self-awareness.
随着美国各地学校向更加包容的模式转变,以及特殊教育教师的工作负荷增加,特殊教育助理正被聘用来填补服务交付的缺口。通常,助理被要求为残障学生提供社会和行为支持,他们大部分时间都是直接支持情感和行为障碍的学生。特殊教育教师报告称,情感和行为障碍的学生是最难服务的群体之一,从事这个领域工作的人的倦怠率最高。尽管越来越多人认识到特殊教育教师的心理健康和幸福感很重要,但很少关注助理的需求。根据现有文献中对特殊教育教师的建议,提出了 12 种助理应采用的"生存心态",这可能有助于通过提高韧性、情感健康和自我认知来预防倦怠。

SN 1053-4512
根据原文内容,本次要求无需翻译,直接输出原文即可。 SN 1053-4512

EI 1538-4810
译文如下: EI 1538-4810

PD MAR
专有名词不需要翻译,输出如下: PD MAR

PY 2018
2018 年

VL 53
53 VL

IS 4
4 IS

BP 206

EP 211
第 211 集

DI 10.1177/1053451217712958
10.1177/1053451217712958

UT WOS:000425157600003
这篇论文的发表信息为: UT WOS:000425157600003

ER
实体关系

PT J

AU Stathopoulou, A
斯塔索普卢，A

Spinou, D
斯皮努，D

Driga, AM
德里加, AM

AF Stathopoulou, Agathi
阿夫斯塔佐普洛

Spinou, Despina
斯普尼奥,德斯皮娜

Driga, Anna Maria
德里加, 安娜·玛利亚

TI Burnout Prevalence in Special Education Teachers, and the Positive Role
特殊教育教师的职业倦怠普遍程度,以及积极作用

of ICTs
信息通信技术

SO INTERNATIONAL JOURNAL OF ONLINE AND BIOMEDICAL ENGINEERING
国际在线与生物医学工程期刊

AB aim of this study was to investigate special education teacher's level of burnout. In particular, it sought to examine the role their personal characteristics play in the occurrence of the syndrome. A quantita-tive research design was used to describe the association between the variables The data was collected using the Maslach Burnout Inventory for Education (M.B.I.-E.S.) consisted of three dimensions: Emotional exhaustion, Depersonal-ization, and Personal accomplishment. The sample consisted of 202 Special Edu-cation (S.E) teachers who completed the M.B.I.-E.S. The results of this research showed that: a) the sample experiences burnout and special attention is required for the scale of emotional exhaustion b) age, school settings, specialty, and the total previous service with or without students with special educational needs (S.E.N.) were significantly correlated and affected burnout dimensions.
这项研究的目的是调查特殊教育教师的职业倦怠水平。特别是,它试图检查他们的个人特征在这种综合症出现中所起的作用。采用定量研究设计来描述这些变量之间的关系。数据采用教育职业倦怠问卷(M.B.I.-E.S.)收集,该问卷包括三个维度:情感耗竭、去人格化和个人成就感。样本由 202 名特殊教育(S.E)教师组成,他们完成了 M.B.I.-E.S.这项研究的结果表明:a)样本经历了职业倦怠,需要特别关注情感耗竭这个量表;b)年龄、学校环境、专业特点以及先前是否有服务于特殊教育需求(S.E.N.)学生的总经历,都与职业倦怠的各个维度有显著相关性和影响。

OI spinou, despoina/0009-0008-2924-7687
不好意思,我看不到你提供的输入文本。请您先输入要翻译的文本,然后我会尽力为您翻译成简体中文

EI 2626-8493
英特尔 2626-8493

PY 2023
2023 年的 PY

VL 19
19VL

IS 8
是 8

BP 19

EP 37
第 37 集

DI 10.3991/ijoe.v19i08.38509
10.3991/ijoe.v19i08.38509

UT WOS:001023459000002
此文本为专有名词,无需翻译

ER
实体关系

PT C
原文: PT C 翻译: PT C

AU Folostina, R
奥·富洛斯蒂纳，R

Tudorache, LA
图多拉切，LA

AF Folostina, Ruxandra
阿福·佛罗斯蒂娜, 鲁克桑卓拉

Tudorache, Loredana Adriana
图多拉切,洛雷达娜·阿德里亚娜

BE Bekirogullari, Z
比科罗卢赫里，Z

TI Stress management tools for preventing burnout phenomenon at teachers
预防老师职业倦怠的压力管理工具

from special education
从特殊教育

SO INTERNATIONAL CONFERENCE ON EDUCATION & EDUCATIONAL PSYCHOLOGY (ICEEPSY
国际教育与教育心理学大会(ICEEPSY)

2012)

SE Procedia Social and Behavioral Sciences
社会与行为科学专业文献

CT 3rd International Conference on Education and Educational Psychology
第三届教育与教育心理学国际会议

(ICEEPSY)
冰川教育专业学生协会

CY OCT 10-13, 2012
2012 年 10 月 10 日至 13 日

CL Istanbul, TURKEY
伊斯坦布尔,土耳其

SP Cognitive-Counselling, Res & Conf Serv (C-crcs), Point Loma Nazarene Univ
神智认知咨询、研究和会议服务(C-crcs)，点罗马那撒勒大学

AB Literature has often discussed the relationship between teaching as profession and a high level of stress. Personal work style, maintaining discipline in the classroom, the need to adapt to changes in educational system, inadequate working conditions are only few determinants identified. Our study aims are to specify the relationship between defense/coping mechanisms in different conditions of stress developed by special education teachers and the burnout phenomenon. Scales for identifying the satisfaction at work, the level of stress, the defense mechanisms and the Maslach Burnout Inventory were used. We applied the mentioned instruments for a group of 120 teachers active within special education system. (C) 2012 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Dr. Zafer Bekirogullari of Cognitive - Counselling, Research & Conference Services C-crcs.
AB 文学常讨论教学作为职业与高度压力之间的关系。个人工作方式、维持课堂纪律、适应教育系统变化的需求、工作条件不足等只是确定的几个决定因素。我们的研究目的是明确特殊教育教师在不同压力条件下所发展的防御/应对机制与倦怠现象之间的关系。我们使用了工作满足度、压力水平、防御机制和 Maslach 倦怠量表。我们将这些工具应用于 120 名特殊教育系统内的教师。(C) 2012 由 Elsevier Ltd.发布。由 Dr. Zafer Bekirogullari of Cognitive - Counselling, Research & Conference Services C-crcs 负责选择和/或同行评审。

RI Folostina, Ruxandra/AAL-2212-2020
瑞伊·佛罗斯蒂娜,鲁克珊德拉/AAL-2212-2020

OI Folostina, Ruxandra/0000-0002-5543-2471
欧依·福洛斯蒂娜, Ruxandra/0000-0002-5543-2471

SN 1877-0428
1877-0428

PY 2012
2012 年

VL 69
69 VL

BP 933

EP 941
941 集

DI 10.1016/j.sbspro.2012.12.018
10.1016/j.sbspro.2012.12.018

UT WOS:000317131400115
对应的简体中文翻译为: UT WOS:000317131400115

ER
实体关系

PT J

AU De Stasio, S
德·斯塔西奥

Ragni, B
拉格尼, B

Boldrini, F
博尔德里尼, F

Paoletti, D
保罗蒂

Marchetti, V
马凯蒂, V

Rappazzo, MC
拉帕佐

Berenguer, C
贝伦格尔, C

AF De Stasio, Simona
德·斯塔西奥,西蒙娜

Ragni, Benedetta
拉尼,贝内黛塔

Boldrini, Francesca
博尔德里尼,弗朗西斯卡

Paoletti, Daniela
帕奥雷蒂,丹妮拉

Marchetti, Vanessa
马尔凯蒂,瓦妮莎

Rappazzo, Maria Cristina
拉帕佐, 玛丽亚·克莉丝蒂娜

Berenguer, Carmen
贝伦格尔,卡门

TI Special needs teachers in emergency remote teaching during the COVID-19
新冠疫情期间远程教学期间的特殊教育老师

pandemic: the role of personal resources and teaching motivation on
大流行病:个人资源和教学动力在其中的作用

burnout
倦怠

SO FRONTIERS IN EDUCATION
教育前沿

AB Background This cross-sectional study explores the connections between burnout, personal resources, and teaching motivation among Italian special needs teachers (SNTs) one year following the start of the COVID-19 pandemic. It specifically seeks to determine if and how personal resources and teaching motivation can help SNTs by buffering the effects of burnout symptoms.Methods The study was conducted using a sample of 837 full-time, in-service kindergarten and primary teachers at public schools in Italy. Data were collected through self-report questionnaires, including the Copenhagen Burnout Inventory, the Santa Clara Brief Compassion Scale, the Cr & egrave;che Educators Emotional Style Questionnaire, and the Autonomous Motivations for Teaching Scale. A multiple regression model was performed to assess the predictive role of personal resources and teaching motivation on the burnout of special needs teachers.Results The findings indicate that higher levels of autonomous motivation are associated with reduced burnout, specifically among special education teachers. Conversely, higher levels of negative emotion regulation strategies were linked to increased burnout, and this relationship was stronger in mainstream teachers than in special education teachers. We found no significant association between teachers' compassion and burnout.Conclusions Our research supports the need for educational policymakers and school leaders to focus on personal resources and work-related well-being to enhance and support teachers, in particular during emergencies (e.g., the COVID-19 pandemic) and for specific groups of teachers, such as SNTs.
这项横断面研究探讨了意大利特殊需求教师(SNTs)在 COVID-19 疫情开始一年后倦怠、个人资源和教学动力之间的联系。它具体寻求确定个人资源和教学动力是否以及如何通过缓冲倦怠症状的影响来帮助 SNTs。 研究采用意大利公立学校 826 名全职在职幼儿园和小学教师为样本。数据通过自我报告问卷收集,包括哥本哈根倦怠量表、圣塔克拉拉简明同情心量表、crèche 教育者情感风格问卷和自主教学动力量表。进行多元回归分析以评估个人资源和教学动力对特殊需求教师倦怠的预测作用。 结果表明,更高水平的自主动机与降低倦怠感相关,特别是对特殊教育教师而言。相反,更高水平的负面情绪调节策略与增加倦怠感相关,而这种关系在普通教师中更强烈。我们未发现教师同情心与倦怠之间有显著关联。 我们的研究支持教育政策制定者和学校领导者关注个人资源和工作相关福祉,以增强和支持教师,特别是在紧急情况(如 COVID-19 疫情)和特定教师群体(如 SNTs)期间。

RI Berenguer, Carmen/H-2679-2015
贝伦盖尔,卡门

OI Marchetti, Vanessa/0009-0003-4089-6665; /0000-0001-5731-3962
马切蒂,瓦内萨/0009-0003-4089-6665; /0000-0001-5731-3962

EI 2504-284X
2504-284X

PD SEP 24
9 月 24 日

PY 2024
2024 年 PY

VL 9
9 VL

AR 1421134
1421134

DI 10.3389/feduc.2024.1421134
10.3389/feduc.2024.1421134

UT WOS:001327939200001
以下是翻译结果: UT WOS:001327939200001

ER
实体关系

PT J

AU Hamm, JV
哈姆 AU，JV

Lee, D
李,D

Farmer, TW
农民, TW

AF Hamm, Jill V.
汉姆, 吉尔 V.

Lee, David
李,大卫

Farmer, Thomas W.
农民，托马斯·W.

TI Social (Dis)Integration: Using Social Ties and Networks to Understand
社交 (不)融合:使用社交联系和网络来理解

Potential Sources of and Leverage Points for Middle School Special
中学特殊教育的潜在来源与利用点

Education Teachers' Burnout
教师倦怠

SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
情感与行为障碍杂志

AB Teachers' social ties to colleagues are a key conduit of instructional and classroom management resources, and social and emotional support to meet teaching challenges. We argue that special education teachers' formal and informal collegial ties are malleable contributors to factors that undergird their burnout. Using middle schools as an example, we use social network constructs and longitudinal analyses to demonstrate the limited extent to which special educators formally assigned to interdisciplinary teams actually forge and maintain constructive ties with their assigned colleagues. Furthermore, we describe the collegial qualities of the ties that special educators do form with general educators. By investigating the naturally occurring social ties of special educators within a prevalent social organization of teachers, we can identify strategies to help administrators align the formal and informal social structure of teachers, and interventions to support the qualities of special educators that promote strong ties to general educators, thereby increasing the social integration of special education teachers.
特殊教育教师与同事的正式和非正式联系是影响其倦怠因素的可变贡献者。以初中为例,我们使用社交网络构造和纵向分析来展示,正式分派到跨学科团队的特殊教育教师实际上只在有限程度上与分派给他们的同事建立和维持有建设性的联系。此外,我们描述了特殊教育教师与普通教育教师建立联系的质量。通过调查特殊教育教师在普遍的教师社会组织中自然形成的社交联系,我们可以确定帮助管理者调整教师正式和非正式社会结构的策略,并提出干预措施以支持特殊教育教师与普通教育教师建立牢固联系,从而提高特殊教育教师的社会融合度。

SN 1063-4266
未修改

EI 1538-4799
译文: EI 1538-4799

PD 2024 MAR 21
2024 年 3 月 21 日

PY 2024
2024 年 PY

DI 10.1177/10634266241237998
10.1177/10634266241237998

EA MAR 2024
2024 年 3 月 EA

UT WOS:001189080400001
这是一个文献索引编号。无需翻译

ER
实体关系

PT J

AU Caputo, A
卡普托，A

Langher, V
朗赫

AF Caputo, Andrea
卡普托·安德里亚

Langher, Viviana
朗格，维维安娜

TI Validation of the Collaboration and Support for Inclusive Teaching Scale
包容性教学协作与支持量表的 TI 验证

in Special Education Teachers
特殊教育老师

SO JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT
心理教育评估期刊

AB This article describes the development and initial validation of the Collaboration and Support for Inclusive Teaching, a measure of perceived support in special education teachers regarding the degree of collaboration with regular teachers for inclusive practice at school. The scale was validated on a sample of 276 special education teachers coming from lower and higher secondary schools by using both exploratory factor analysis and confirmatory factor analysis. The resulting 12-item scale was characterized by a one-factor solution explaining 46.59% of data variance and had good internal consistency with a Cronbach's alpha of .876. Associations with other measures supported convergent and divergent validity of the scale. The usefulness of this scale is highlighted with regard to the improvement of cooperative teaching supporting school inclusion, as well as to the prevention of the risk of burnout in special education teachers.
AB 这篇文章描述了"包容性教学的协作和支持"的发展和初步验证,这是一个针对特殊教育教师感知支持的度量,涉及与普通教师在学校包容性实践方面的协作程度。该量表在 276 名来自初中和高中的特殊教育教师样本上进行了探索性因子分析和验证性因子分析。最终的 12 项量表呈现出单因子结构,解释了 46.59%的数据方差,内部一致性良好,克朗巴赫α系数为.876。与其他措施的关联支持了该量表的收敛和区别效度。这个量表的有用性在于可以改善合作式教学,支持学校融合,同时也可以预防特殊教育教师的倦怠风险。

RI CAPUTO, Andrea/V-5276-2018
卡普托,安德里亚/V-5276-2018

OI CAPUTO, Andrea/0000-0003-3516-8332
奥伊·卡普托，安德里亚/0000-0003-3516-8332

SN 0734-2829
亚当·史密斯

EI 1557-5144
1557-5144

PD JUN
您好，我已经将您的输入文本"PD JUN"翻译为简体中文。以下是翻译结果: PD JUN

PY 2015
2015 年

VL 33
33

IS 3
3

BP 210

EP 222
第 222 集

DI 10.1177/0734282914548335
10.1177/0734282914548335

UT WOS:000354262200002
这是纯文本输入。 UT WOS:000354262200002

ER
实体关系

PT C
原文: PT C 翻译: PT C

AU Kelly, JR
凯利

Pohl, B
波尔，B

AF Kelly, John R.
凯利,约翰 R.

Pohl, Bernardo
波尔,伯纳多

BE Chova, LG
贝可娃, LG

Martinez, AL
马丁内斯, AL

Torres, IC
托雷斯

TI RETHINKING THE ROLE OF SPECIAL EDUCATION WITHIN TEACHER EDUCATION
重新思考教师教育中特殊教育的作用

PROGRAMS
程序

SO EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING
教育与新型学习 2016 第八届国际会议

TECHNOLOGIES
技术

SE EDULEARN Proceedings
教育和学习会议论文集

CT 8th International Conference on Education and New Learning Technologies
第八届国际教育与新学习技术大会

(EDULEARN)
艾迪乐（EDULEARN）

CY JUL 04-06, 2016
2016 年 7 月 4 日至 6 日

CL Barcelona, SPAIN
巴塞罗那, 西班牙

AB Instead of occupying a marginal space within teacher preparation programs, special education courses should occupy a meaningful and formative space for students. Rethinking the role of special education within teacher education programs enables students to cultivate new values and attitudes that can enrich the student experience in their certification program.
特殊教育课程不应局限于教师培训项目的边缘空间,而应在学生培养中发挥重要和塑造性作用。重新思考特殊教育在教师教育项目中的角色,使学生能够培养新的价值观和态度,从而丰富他们在认证项目中的学习体验。

RI Pohl, Benjamin/L-7696-2017
波尔,本杰明/L-7696-2017

SN 2340-1117
2340-1117

BN 978-84-608-8860-4
978-84-608-8860-4

PY 2016
2016 年 PY

BP 3587
下面是该文本的简体中文翻译: BP 3587

EP 3594
3594 EP

UT WOS:000402955903101
这是一个专有名词,不需要翻译

ER
实体关系

PT J

AU Neto, JLC
奥内托, JLC

Santos, SDG
桑托斯, SDG

Calheiros, DD
卡尔海罗斯,DD

AF Cavalcante Neto, Jorge Lopes
卡瓦尔坎特·内托,豪尔赫·罗佩斯

Santos, Soraya Dayanna Guimaraes
桑托斯, 索拉亚·戴安娜·吉马拉伊斯

Calheiros, David dos Santos
卡尔海鲁斯，大卫·多斯·桑托斯

TI Mental Health Outcomes in Teachers of Students with Disabilities: A
特殊教育教师的心理健康结果:一项

Systematic Review
系统性回顾

SO INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
国际残疾、发展和教育期刊

AB Teachers who work with students with disabilities may have high levels of mental health problems, such as burnout or stress. The aim of this systematic review was to summarise the evidence on mental health outcome assessments among teachers of students with disabilities in different work spaces and to compare the levels of burnout and stress among teachers from general/regular versus special schools. The results reveal high levels of symptoms of burnout or stress in teachers of students with disabilities, regardless of the type of school. Due to the heterogeneity and low quality observed across the studies, evidence remains unclear.
从事残障学生教育的教师可能存在较高的心理健康问题,如倦怠或压力。这项系统综述旨在总结不同工作环境中残障学生教师心理健康评估的证据,并比较普通学校和特殊学校教师的倦怠和压力水平。结果显示,无论学校类型,从事残障学生教育的教师都存在较高的倦怠或压力症状。由于研究存在异质性和质量较低,证据仍不明确。

RI /R-9699-2016
原文:RI /R-9699-2016 翻译:RI /R-9699-2016

OI /0000-0002-8396-2410; Santos, Soraya Dayanna
奥利/0000-0002-8396-2410；桑托斯,索拉雅·达亚纳

Guimaraes/0000-0003-2623-4430; dos Santos Calheiros,
瓜伊马拉斯/0000-0003-2623-4430; 多斯·桑托斯·卡尔海罗斯

David/0000-0002-4761-5569
大卫/0000-0002-4761-5569

SN 1034-912X
从英文到简体中文的翻译如下: SN 1034-912X

EI 1465-346X
转换后的简体中文文本如下： EI 1465-346X

PD JAN 2
2 月号 PD

PY 2025

VL 72
72 VL

IS 1
1 IS

BP 149

EP 166

DI 10.1080/1034912X.2024.2344013
10.1080/1034912X.2024.2344013

EA APR 2024

UT WOS:001206647100001
这是一个学术文献的标识符

ER
实体关系

PT J

AU Cancio, EJ
艾维·坎希奥, EJ

Albrecht, SF
阿尔布雷希特, SF

Johns, BH
约翰斯, BH

AF Cancio, Edward Joseph
埃德华·约瑟夫·坎西奥

Albrecht, Susan Fread
阿尔布雷希特,苏珊·弗里德

Johns, Beverley Holden
约翰斯,贝弗利·霍尔登

TI Combating the Attrition of Teachers of Students With EBD What Can
解决教导特殊行为障碍学生的教师流失问题

Administrators Do?
管理员应该怎么做?

SO INTERVENTION IN SCHOOL AND CLINIC
学校和诊所的干预

SN 1053-4512
根据原文内容,本次要求无需翻译,直接输出原文即可。 SN 1053-4512

EI 1538-4810
译文如下: EI 1538-4810

PD MAY
可能的差异

PY 2014
2014 年

VL 49
49 VL

IS 5
5

BP 306

EP 312
第 312 集

DI 10.1177/1053451213513953
10.1177/1053451213513953

UT WOS:000334028300006
原文:UT WOS:000334028300006

ER
实体关系

PT J

AU Hopman, JAB
欧洲联盟 Hopman, JAB

van Lier, PAC
范·利尔, PAC

van der Ende, J
范德恩德, J

Struiksma, C
施特鲁克斯马, C

Wubbels, T
吴贝尔斯,T

Verhulst, FC
弗尔胡尔斯特

Maras, A
马拉斯

Breeman, LD
布里曼，LD

Tick, NT
嘀嗒, NT

AF Hopman, Juliette A. B.
阿尔伯特·弗里德里希·霍普曼

van Lier, Pol A. C.
范·利尔，波·A·C。

van der Ende, Jan
范德恩德,扬

Struiksma, Chris
斯特鲁克斯玛,克里斯

Wubbels, Theo
乌贝尔斯，泰奥

Verhulst, Frank C.
韦胡尔斯特,弗兰克 C.

Maras, Athanasios
马拉斯,阿萨纳西奥斯

Breeman, Linda D.
布里曼，琳达 D.

Tick, Nouchka T.
蒂克,诺奇卡 T.

TI Impact of the Good Behavior Game on special education teachers
良好行为游戏对特殊教育教师的影响

SO TEACHERS AND TEACHING
教师和教学

AB This study tested effects of a program that offers teachers universal classroom management strategies, on teachers' burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age=38.4years, SD=10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed.
这项研究测试了一个针对教师的全校课堂管理策略项目对教师职业倦怠症状和自我效能感以及教学行为的影响。数据来自 15 所针对情感和行为问题学生的特殊中学教师(平均年龄 38.4 岁,标准差 10.8)，在学年开始和结束时收集。学校随机分配到实验组或常规照顾组。结果显示该项目对自我报告的情感耗竭水平和学生参与以及课堂管理自我效能感产生有益影响,但对教学行为没有影响。讨论了这项研究对特殊教育教师专业发展和研究的意义。

RI Wubbels, Theo/B-2324-2008; Breeman, Linda/M-8442-2018
RI Wubbels, Theo/B-2324-2008; 布里曼, 琳达/M-8442-2018

OI Breeman, Linda/0000-0002-4441-2731; Wubbels, Theo/0000-0001-8471-8199
布里曼, 琳达/0000-0002-4441-2731; 维博尔丝, 西奥/0000-0001-8471-8199

SN 1354-0602
1354-0602

EI 1470-1278
艾伊 1470-1278

PY 2018
2018 年

VL 24

IS 4
4 IS

BP 350

EP 368
第 368 集

DI 10.1080/13540602.2017.1379389
10.1080/13540602.2017.1379389

UT WOS:000428866700003
该内容无需翻译

ER
实体关系

PT J

AU Komarevtseva, IV
柯马列沃茨科娃, IV

AF Komarevtseva, I. V.
阿夫·科马列夫采娃, I. V.

TI The Dynamics of Tolerance to the Emotional Burnout Syndrome Among
情感疲惫综合征耐受性的动态

Teachers of the System of Special Education in the Process of Preventive
特殊教育体系中的教师在预防过程中的工作

Work
工作

SO ROSSIYSKIY PSIKHOLOGICHESKIY ZHURNAL
俄罗斯心理学杂志

AB The article deals with the main approaches to revealing and developing tolerance to the emotional burnout syndrome among teachers of the system of special education. The author has worked out methods of diagnostics and prevention of this psychological phenomenon. The mechanism of the development of the emotional burnout syndrome and the psychological structure of the person tolerant to it are offered. The dynamics of personal features in the process of the organized preventive work is analyzed.
本文主要探讨了特殊教育系统教师在情感消耗综合症方面的容忍度识别与开发的主要方法。作者制定了诊断和预防这一心理现象的方法。文章提出了情感消耗综合症的发展机制及对其有耐受力的个人心理结构。并分析了有针对性的预防工作过程中个人特征的动态变化。

SN 1812-1853
1812-1853

EI 2411-5789
请输入下一行文本作为纯文本输入: EI 2411-5789

PY 2014
2014 年

VL 11
11 VL

IS 2
2

BP 46

EP 54
第 54 集

UT WOS:000409019000005
这篇文献的 UT 编码为 UT WOS:000409019000005

ER
实体关系

PT J

AU Antoniou, AS
安东尼奥, 艾斯

Pavlidou, K
帕维利多

Charitaki, G
恰丽塔琪, G

Alevriadou, A
阿列夫里亚多

AF Antoniou, Alexander-Stamatios
阿列克谢-斯塔马提斯·安托尼乌

Pavlidou, Kyriaki
帕夫利杜, 凯里亚基

Charitaki, Garyfalia
慈善基金会，加里法利亚

Alevriadou, Anastasia
阿列夫里亚杜，阿纳斯塔西娅

TI Profiles of Teachers' Work Engagement in Special Education: The Impact
特殊教育教师工作投入情况概况：影响

of Burnout and Job Satisfaction
工作倦怠与工作满意度

SO INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION
国际残疾、发展和教育期刊

AB The purpose of this study was to identify special education teachers' profiles in relation to their levels of burnout, work engagement and job satisfaction, following a person- oriented approach. This approach was chosen in order to provide cfombinations of attributes that shape high-risk groups of low engagement and high burnout. Additionally, it was examined whether these profiles differed with regard to special education teachers' individual parameters and work-related characteristics, such as age, gender, marital status, number of children in family, level of education, region of employment and teaching experience. The sample included 664 in-service special education teachers (503 females and 161 males) working in primary and secondary schools. Two-step cluster analysis yielded four profiles, entitled: passionate, workaholic, operational and overworked. Differences were also noted among profiles, in terms of participants' age, educational level, region and teaching experience. Findings are discussed with reference to implications for future research in order to early detect and support teachers at risk.
这项研究的目的是识别特殊教育教师在倦怠、工作投入和工作满意度水平方面的特征,采用以人为本的方法。这种方法的选择是为了提供塑造高风险群体(低投入和高倦怠)的属性组合。此外,还检查了这些特征是否因特殊教育教师的个人参数和工作相关特征(如年龄、性别、婚姻状况、家庭子女数量、教育水平、就业区域和教学经验)而有所不同。样本包括 664 名在职特殊教育教师(503 名女性和 161 名男性),在小学和中学工作。两步聚类分析得出四种特征,分别命名为:热情、工作狂、操作型和过度劳累。在参与者的年龄、教育水平、地区和教学经验方面,这些特征之间也存在差异。研究结果讨论了为未来研究提供的启示,以及及早发现并支持处于风险之中的教师。

RI Charitaki, Garyfalia/V-2969-2019
里·查理塔基，加里法利亚/V-2969-2019

OI Charitaki, Garyfalia/0000-0002-1593-2041
奥伊·查里塔基，加里法利亚/0000-0002-1593-2041

SN 1034-912X
从英文到简体中文的翻译如下: SN 1034-912X

EI 1465-346X
转换后的简体中文文本如下： EI 1465-346X

PD JUN 6
6 月 6 日

PY 2024
2024 年 PY

VL 71
71VL

IS 4
4 IS

BP 650

EP 667
667 EP

DI 10.1080/1034912X.2022.2144810
10.1080/1034912X.2022.2144810

EA NOV 2022
电子艺界 2022 年 11 月

UT WOS:000883295700001
这是一个用于识别和获取学术文献引用信息的参考号码

ER
实体关系

PT J

AU Capri, B
欧阿卡普里, B

Guler, M
居勒, M

AF Capri, Burhan
卡普里岛,布尔罕

Guler, Mustafa
古勒,穆斯塔法

TI Evaluation of Burnout Levels in Teachers regarding Socio-Demographic
教师职业倦怠水平的社会人口统计学评估

Variables, Job Satisfaction and General Self-Efficacy
变量、工作满意度和一般自我效能

SO EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
欧亚教育研究杂志

AB Purpose: This study aims to examine the occupational burnout levels of teachers working in special education and rehabilitation centers affiliated with the Ministry of National Education regarding socio-demographic variables, job satisfaction, and general self-efficacy levels.
研究目的: 本研究旨在探讨在国家教育部隶属的特殊教育和康复中心工作的教师的职业倦怠水平,并与社会人口统计学变量、工作满意度和一般自我效能感水平进行关联。

Research Methods: The descriptive method and relational scanning model were used in the study. The research group consists of 297 females and 155 males. This total of 452 teachers participated in the Special Education Specialist Training Course in Aydin/Kusadasi, Mersin, and Erzurum provinces between 04/20/2015 and 07/10/2015 for participants in different cities of Turkey. A Personal Information Form created by the researchers, along with the Burnout Scale-Short Form (BS-SF), Minnesota Job Satisfaction Scale, and General Competence Belief Scale (GCBS) were used in the research. In the analysis of the data, t-test, One-Way Analysis of Variance (ANOVA), Pearson correlation coefficient, and multiple regression analysis were used. Findings: As a result of the analysis, significant negative correlations were found between teachers' occupational burnout levels and levels of job satisfaction and general competence beliefs. Also, job satisfaction and general competence belief levels together were a significant precursor of occupational burnout levels.
研究方法:研究采用了描述性方法和相关扫描模型。研究小组由 297 名女性和 155 名男性组成。共有 452 名教师参与了土耳其不同城市的特殊教育专家培训课程,时间为 2015 年 4 月 20 日至 2015 年 7 月 10 日。研究中使用了研究人员创建的个人信息表、职业倦怠量表(短表单)、明尼苏达工作满意度量表和一般胜任力信念量表。在数据分析中,使用了 t 检验、单因素方差分析(ANOVA)、皮尔逊相关系数和多元回归分析。结果:分析结果显示,教师的职业倦怠水平与工作满意度和一般胜任力信念水平之间存在显著的负相关。同时,工作满意度和一般胜任力信念水平共同是影响职业倦怠水平的重要前因。

Implications for Research and Practice: The work environment of special education teachers should be improved, and they should be provided social opportunities. The emphasis should be on family education studies. The burden of special education teachers should be reduced by providing the necessary counseling and guidance services for families parenting children with disabilities. (c) 2017 Ani Publishing Ltd. All rights reserved
对于研究和实践的影响: 应该改善特殊教育教师的工作环境,并为他们提供社交机会。应当重点关注家庭教育研究。通过为残疾儿童家庭提供必要的咨询和指导服务,减轻特殊教育教师的负担。(c) 2017 Ani Publishing Ltd. 保留所有权利

RI Çapri, Burhan/ABI-3869-2020; GULER, MUSTAFA/FNQ-6881-2022
阿布扎比, 布尔罕/ABI-3869-2020; 居勒, 穆斯塔法/FNQ-6881-2022

OI GULER, MUSTAFA/0000-0003-2701-1220
欧伊·古勒, 穆斯塔法/0000-0003-2701-1220

SN 1302-597X
这是一个专有名词,不需要翻译

PY 2018
2018 年

IS 74
74 IS

BP 123

EP 144
第 144 集

DI 10.14689/ejer.2018.74.7
基于您提供的文本，我翻译如下: 10.14689/ejer.2018.74.7

UT WOS:000429191700007
本文无需翻译

ER
实体关系

PT J

AU Ramasamy, RS
阿拉马萨米·AU，罗德里格斯·RS

AF Ramasamy, Ravi S.
拉马萨米·阿夫, 拉维·S.

TI EXAMINING BURNOUT IN SPECIAL EDUCATION TEACHERS
研究特殊教育教师的职业倦怠

SO JOURNAL OF THE AMERICAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY
美国儿童青少年精神病学院杂志

CT 66th Annual Meeting of the
第 66 届 CT 年会

American-Academy-of-Child-and-Adolescent-Psychiatry (AACAP)
美国儿童青少年精神病学会(AACAP)

CY OCT 14-19, 2019
2019 年 10 月 14 日至 19 日

CL Chicago, IL
芝加哥

SP Amer Acad Child & Adolescent Psychiat
SP 美国儿童青少年精神病学学会

RI Ramasamy, Ravi/AAX-4636-2020
拉马萨米·里, 拉维/AAX-4636-2020

SN 0890-8567
0890-8567

EI 1527-5418
输入文本: EI 1527-5418 翻译结果: EI 1527-5418

PD OCT
光电二极管

PY 2019
2019 年 PY

VL 58
58 VL

IS 10
10

SU S
苏苏

MA 3.45
3.45

BP S209

EP S209

DI 10.1016/j.jaac.2019.08.208
10.1016/j.jaac.2019.08.208

UT WOS:000518857302032
这是一个期刊文章引用的标识符。它不需要翻译

ER
实体关系

PT J

AU Taylor, JC
泰勒，JC

Allen, LM
艾伦, LM

Van, J
范·J

Moohr, M
穆尔, M

AF Taylor, Jonte
泰勒·詹特

Allen, L. Meghan
艾伦,L.梅根

Van, Jared
范·杰瑞德

Moohr, Michele
穆赫,米歇尔

TI The Effects of Project-Based Learning on Student Behavior and Teacher
项目式学习对学生行为和教师的影响

Burnout in an Emotional/Behavioral Support Classroom
情感/行为支持教室的职业倦怠

SO JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS
情感与行为障碍杂志

AB Teaching is one of the most stressful occupations in America. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education and general education colleagues. This burnout leads EBD teachers to leave the specialization of EBD, leave the field of special education, or leave the teaching profession as a whole. One way to mitigate this exodus of EBD teachers is to provide a broader pedagogical opportunity. Project-based learning (PBL) is a pedagogical methodology that is not often used by EBD teachers. The current study examines the use of PBL teaching to support students behaviorally and its impact on EBD teacher stress and job satisfaction. PBL was shown to improve student classroom and personal behaviors as well as increase job satisfaction for EBD teachers.
AB Teaching 是美国最有压力的职业之一。这对负责满足残疾学生复杂需求的教师而言尤其如此,特别是那些有情绪和行为障碍(EBD)的学生。事实上,EBD 教师比特殊教育和普通教育同行更容易被工作压垮。这种工作压垮导致 EBD 教师离开 EBD 专业、离开特殊教育领域,甚至离开整个教学职业。缓解 EBD 教师流失的一种方式是提供更广泛的教学机会。基于项目的学习(PBL)是一种 EBD 教师不常使用的教学方法。该研究考察了使用 PBL 教学来支持学生的行为,以及其对 EBD 教师压力和工作满意度的影响。结果显示,PBL 可以改善学生的课堂和个人行为,并增加 EBD 教师的工作满意度。

RI Taylor, Jonte/ABB-9035-2020
泰勒·约翰特/ABB-9035-2020

SN 1063-4266
未修改

EI 1538-4799
译文: EI 1538-4799

PD JUN
您好，我已经将您的输入文本"PD JUN"翻译为简体中文。以下是翻译结果: PD JUN

PY 2024
2024 年 PY

VL 32
32 VL

IS 2
2