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European Journal of Special Needs Education Volume 37, 2022 - Issue 2
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Articles

Professional burnout in general and special education teachers: the role of interpersonal coping strategies

Kyriaki Pavlidoua Department of Early Childhood Education, University of Western Macedonia, Florina, GreeceCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6885-3566
ORCID Icon,
Anastasia Alevriadoua Department of Early Childhood Education, University of Western Macedonia, Florina, GreeceORCID Iconhttps://orcid.org/0000-0001-7022-5537
ORCID Icon &
Alexander-Stamatios Antonioub Department of Primary Education, National and Kapodistrian University of Athens, AthensGreeceORCID Iconhttps://orcid.org/0000-0001-6225-6085
ORCID Icon
Pages 191-205 | Received 25 Aug 2020, Accepted 26 Nov 2020, Published online: 08 Dec 2020

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Read on this site (2)

Batel Hazan-Liran & Nirit Karni-Vizer. (2023) Psychological capital as a mediator of job satisfaction and burnout among teachers in special and standard education. European Journal of Special Needs Education 0:0, pages 1-15.
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Alexander-Stamatios Antoniou, Kyriaki Pavlidou, Garyfalia Charitaki & Anastasia Alevriadou. (2022) Profiles of Teachers’ Work Engagement in Special Education: The Impact of Burnout and Job Satisfaction. International Journal of Disability, Development and Education 0:0, pages 1-18.
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Articles from other publishers (2)

Evelina Danauskė, Agota Giedrė Raišienė & Renata Korsakienė. (2023) COPING WITH BURNOUT? MEASURING THE LINKS BETWEEN WORKPLACE CONFLICTS, WORK-RELATED STRESS, AND BURNOUT. Business: Theory and Practice 24:1, pages 58-69.
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Zuzana Truhlářová, Jana Marie Havigerová & Tamara Pokorná. (2021) SPECIAL KINDERGARTENS: DOES THE RISK OF BURNOUT DEPEND ON THE PROFESSION?. EduPort 5:2, pages 25-34.
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