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.

中文翻译：

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情绪/行为支持课堂中项目式学习对学生行为和教师倦怠的影响

教学是美国压力最大的职业之一。对于负责满足残疾学生，特别是患有情绪和行为障碍（EBD）的学生复杂需求的教师来说尤其如此。事实上，与特殊教育和普通教育同事相比，EBD 教师出现职业倦怠的风险更高。这种倦怠导致 EBD 教师离开 EBD 专业、离开特殊教育领域，或者整个教师职业。缓解 EBD 教师外流的一种方法是提供更广泛的教学机会。基于项目的学习 (PBL) 是一种 EBD 教师不经常使用的教学方法。当前的研究探讨了使用 PBL 教学来支持学生的行为及其对 EBD 教师压力和工作满意度的影响。 PBL 被证明可以改善学生的课堂和个人行为，并提高 EBD 教师的工作满意度。