عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TLpq2464199565
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Special Education Teachers and Autism Spectrum Disorders:
نام عام مواد
[Thesis]
نام نخستين پديدآور
Althobaiti, Shatha
عنوان اصلي به قلم نويسنده ديگر
The Role of Objectives of Saudi Arabia's Vision 2030 and Special Education Teacher Burnout
نام ساير پديدآوران
Dinaro, Andrea
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
Concordia University Chicago
تاریخ نشرو بخش و غیره
2020
مشخصات ظاهری
نام خاص و کميت اثر
133
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
کسي که مدرک را اعطا کرده
Concordia University Chicago
امتياز متن
2020
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
The purpose of this study was to explore and examine burnout among special education teachers who work with students with autism spectrum disorder in Saudi Arabia. This study also sought to examine the relations among academic degree, teacher preparation and training, colleague support, and colleague mentoring, and each of Maslach's (1996) three aspects of burnout (i.e., emotional exhaustion, depersonalization, and lack of a sense of personal accomplishment) with regard to this population of teachers. There were 89 participants in this study. The data were analyzed using a multiple regression analysis. The study found different levels of the three dimensions of burnout; levels were high in the emotional exhaustion dimension and moderate in the depersonalization dimension and the personal accomplishment dimension. On the other hand, the results indicated no differences between academic degrees in predicting emotional exhaustion. In addition, there were no differences between teacher training and preparation in predicting emotional exhaustion. However, results indicated significant differences in predicting emotional exhaustion for both colleague support and colleague mentoring. The results also indicated no differences between academic degrees or colleague support in predicting depersonalization; however, there were differences between teacher training and preparation, as well as colleague mentoring, respectively, in predicting depersonalization. Lastly, the results indicated that there were no differences among academic degrees, teacher training and preparation, colleague support, and colleague mentoring, respectively, in predicting personal accomplishment. Further studies are needed to examine other independent variables, such as social supports, use of technology, and students' gender to determine if any of these are predictors of teacher burnout.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
Educational leadership
موضوع مستند نشده
Educational sociology
موضوع مستند نشده
Middle Eastern studies
موضوع مستند نشده
Occupational psychology
موضوع مستند نشده
Special education
موضوع مستند نشده
Teacher education
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Althobaiti, Shatha
مستند نام اشخاص تاييد نشده
Dinaro, Andrea
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
