Date of Award
5-2026
Culminating Project Type
Starred Paper
Styleguide
apa
Degree Name
Special Education: M.S.
Department
Special Education
College
School of Education
First Advisor
Brian Valentini
Second Advisor
Bradley Kaffar
Third Advisor
Joseph Melcher
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
special education, teacher, burnout, emotional behavioral disorders, administration support
Abstract
This paper examines burnout among special education teachers who serve students with Emotional and Behavioral Disorders (EBD). These educators provide academic, behavioral, and emotional support in environments that are often times intense and unpredictable. The research question that helped in guiding this review is how does the level of administrative support influence burnout among special education teachers of students with EBD? In order to address this question, a structured review was conducted looking at peer-reviewed empirical studies that were published in the last 20 years that related to special education, teacher burnout, and EBD. Two databases, ERIC and the university library system, were used to find literature that matched the criteria. Consistent findings that burnout is strongly associated with high jobs demands and limited administrative support emerged across the literature. When support systems are weak, teachers tend to experience increased emotional exhaustion, role overload, and intent to leave while teachers experiencing higher levels of administrative support (i.e., clear expectations, collaboration, and structured behavioral systems) are linked to lower levels of burnout and improved retention. The level of administrative support directly influences whether teachers can sustain their roles in EBD settings. This study shows that in order to have teacher sustainability and improved student outcomes, job demands and organizational support must be in alignment.
Recommended Citation
Royce, Hannah J., "Burnout Among Teachers of Students with Emotional and Behavioral Disorders" (2026). Culminating Projects in Special Education. 249.
https://repository.stcloudstate.edu/sped_etds/249
Comments/Acknowledgements
I would like to express my sincere appreciation to Dr. Biran J. Valentini for his guidance and support throughout both my undergraduate and graduate studies. His high expectations challenged me to grow and pushed me to produce some of my best work.
I am also deeply grateful to my family for their ongoing support and encouragement. Their belief in me made it possible to continue moving forward even through some of lifes most challenging moments. An extra special thank you goes to my children, who inspire me every day to work hard and set an example that anything is possible with dedication and preseverance.
Finally, I would like to acknowledge my workplace for supporting me throughout this journey and for providing the opportunity to continue my education.