Exploring the relationship between self-efficacy and burnout among special education teachers for children with Down syndrome
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Abstract
Background: Special education teachers working with Down syndrome students face unique professional and emotional challenges that may increase their risk of burnout. Self-efficacy is essential to teachers' ability to adapt and withstand work pressures. Objectives The study aimed to explore the relationship between self-professional competence and occupational burnout among special education teachers working with Down syndrome students in Kuwait. It also sought to identify differences in levels of professional competence and occupational burnout according to some demographic variables such as gender, years of experience, educational level, and economic status. Methods The study relied on the correlational descriptive approach, in which (167) teachers were selected using the stratified random sample method to ensure the representation of all target groups. Data were collected using two standardized scales: the Occupational Competency Scale for Education for People with Disabilities (TSDES) and the Spanish Occupational Burnout Scale (SBI-DP). Data were analyzed using descriptive statistics, t-test and ANOVA, and multiple regression analysis. The results showed that the level of self-professional competence of teachers was average (M = 53.01), with the "Education" dimension recording the highest average (M = 14.15), while the lowest average was in the "Teacher Support" dimension (M = 5.89). Burnout was also average (M=68.18), with the "apathy" dimension recording the highest average (M=18.92). Statistical analyses revealed statistically significant differences due to variables of gender, years of experience, and economic status, while educational qualification did not show a significant effect. The results of the regression analysis also showed that the "professionalism" dimension was the strongest negative predictor of occupational dropout (β = -0.674, p<.001), while the "teacher support" (β=0.416) and "classroom management" (β=0.393) were positive predictors. The model explained 41.2% of the variation in levels of burnout (R² = 0.412). Conclusion The study emphasizes the importance of enhancing the professionalism of special education teachers as a protective factor against professional burnout, and recommends designing training programs and developing psychological and professional support strategies that reduce work-related stress and reduce burnout in special education environments
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