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Special Education Director Burnout in Montana 83
Several studies have explored the impact job-related burnout in special education
administrators has on the health and well-being of the individual as well as the school or
district where the individual works (Kohlman, 1991; Swagger, 2010). Yet, research is still
needed in exploring the level of burnout experienced by special education administrators and
the variables that contribute to the burnout. From such research, a greater awareness of the
potential for job-related burnout in special education administrators may develop producing
strategies to reduce the potential impact of job-related burnout at the organizational,
professional and personal levels.
The purpose of this study was to determine the perceived levels of job-related burnout
experienced by special education administrators and the relationship of certain variables to
perceived levels of burnout. Specifically, the questions focusing the inquiry were:
1. Is there a difference in the burnout level of special education administrators
between district directors and cooperative directors?
2. Is there a difference in burnout levels based on gender difference?
3. Is there a relationship between burnout levels and education level?
4. Is there a relationship between burnout level and years of experience in the current
position?
5. Is there a relationship between burnout level and years of experience as an
educator?
METHODOLOGY
The participants for this study were special education administrators in the state of
Montana listed in the School Administrators of Montana Administrators Directory (2006).
The Directory listed 57 special education administrators serving Montana schools. Although
job titles varied between director and coordinator, each person listed directed the special
education program in either a school district or special education cooperative providing
special education services to multiple rural school districts. Specifically, 36 (63%) potential
participants were employed at individual school districts, and 21 (37%) worked in special
education cooperatives. The entire population of administrators directing special education
programs in Montana was sampled.
Each participant was asked to complete a Maslach Burnout Inventory—Educators
Survey (MBI-ES). The MBI-ES consists of 22 questions assessing three dimensions of
burnout: emotional exhaustion, depersonalization, and personal accomplishment. Each
participant also completed a Demographic Data Sheet documenting work environment
(district or cooperative), education level, gender, number of students enrolled in their special
education program, years of administrative experience, and years of experience as an
educator.
A cover letter explaining the purpose of the study and inviting their participation was
sent to each of the 57 special administrators along with an informed consent agreement, the
MBI-ES, and the demographic data collection sheet. In the cover letter, each potential
participant was requested to complete and return all three documents within seven days. Each
package was coded in order to follow-up on the instruments not returned. The information
from returned surveys was coded and analyzed using an SPSS program. Statistical analysis
attempted to disprove the null hypothesis for each research question.
The MBI-ES is a reliable, valid measure of three dimensions of professional
burnout—emotional exhaustion, depersonalization, and personal accomplishment—that has