Compassion Fatigue and Burnout of Early Childhood Special Education Teacher: Do Compassion Satisfaction and Social Support have Buffering Effects
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The current study aimed to a relationship between compassion fatigue and burnout of early childhood special education teachers(ESCT); and whether compassion satisfaction and social support (i.e., protective factors of compassion fatigue) moderate this relationship. Data was collected from a total of 193 ECST who work at public kindergartens or childcare centers, which identified themselves as institutions specialized in education for children with disabilities Our findings found a significant effect of compassion fatigue on burnout of ESCT: however, the effect was not dependent on compassion satisfaction and social support. Our findings imply the importance of teaching self-care or -management strategies to teachers, cultivating respectful school climates, and exploring potential variables that have buffering effects on compassion fatigue and burnout.
Abstract
The current study aimed to a relationship between compassion fatigue and burnout of early childhood special education teachers(ESCT); and whether compassion satisfaction and social support (i.e., protective factors of compassion fatigue) moderate this relationship. Data was collected from a total of 193 ECST who work at public kindergartens or childcare centers, which identified themselves as institutions specialized in education for children with disabilities Our findings found a significant effect of compassion fatigue on burnout of ESCT: however, the effect was not dependent on compassion satisfaction and social support. Our findings imply the importance of teaching self-care or -management strategies to teachers, cultivating respectful school climates, and exploring potential variables that have buffering effects on compassion fatigue and burnout.
참고문헌 (37)
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