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.

中文翻译：

---

社会（不）整合：利用社会关系和网络了解中学特殊教育教师倦怠的潜在来源和杠杆点

教师与同事的社会联系是教学和课堂管理资源以及应对教学挑战的社会和情感支持的关键渠道。我们认为，特殊教育教师的正式和非正式的同事关系是导致他们倦怠的可塑因素。以中学为例，我们使用社交网络构建和纵向分析来证明，正式分配到跨学科团队的特殊教育工作者实际上与分配的同事建立和维持建设性联系的程度有限。此外，我们还描述了特殊教育工作者与普通教育工作者所形成的合作关系。通过调查特殊教育工作者在普遍的教师社会组织中自然发生的社会联系，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，以及支持特殊教育工作者素质的干预措施，以促进与普通教师的牢固联系。教育工作者，从而增加特殊教育教师的社会融合。