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.

中文翻译：

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特殊教育倦怠和工作投入的稳定性测量和预测因素的比较


特殊教育教师 (SET) 的压力和倦怠是一个重大问题。美国共有 490 名特殊教育教师接受了调查。本研究的目的是 (a) 评估和比较三种倦怠/工作投入量表，即马斯拉赫倦怠量表 (MBI)、奥尔登堡倦怠量表 (OLBI) 和乌得勒支工作投入量表 (UWES) 和 (b)检查与 COVID-19 大流行同时发生的学年中的变化。我们观察到 MBI 和 OLBI 存在显着的测量质量问题，包括可疑的收敛有效性。 SET 的倦怠被发现对于 MBI 和 OLBI 来说是高度稳定的。在整个学年中，教师的倦怠程度几乎没有发生平均变化，而且对新冠病毒影响以及人口和学校变量的看法通常不能预测任何衡量标准的倦怠变化。讨论了影响。