Inclusion and burnout: Examining general education teachers' experiences in Turkey

Teacher burnout is an important issue that needs to be understood in the educational environment. This study examines the burnout of general education teachers in inclusion settings, what may influence burnout, and the relationship between burnout and classroom and teacher factors. The study took place in a large urban center in Turkey. Participants are 5,967 elementary school general education teachers who taught in inclusion classrooms. Two survey instruments were used: Maslach's Burnout Inventory (1982), and Educators' Background and Environment Survey which was created for this study to assess teacher demographics, classroom characteristics, and support for inclusion. Data was analyzed using descriptive statistics, one-way ANOVA, independent t-test, stepwise multiple regression and qualitative analysis. As a result of this study, teachers who were younger and less experienced showed higher burnout rates. In addition male teachers had higher depersonalization than female teachers. In addition teachers who had higher number of students in their classrooms and had 5 or more students with Individualized Education Plans demonstrated higher burnout than their counterparts. Moreover, teachers who had students with diagnosed disabilities, students with special needs and teachers who reported that they did not receive technology and curriculum support demonstrated higher burnout. Interestingly, teachers who had any students with Individual Education Plan (IEP) had lower burnout than the teachers who did not have any students with IEP in their classrooms. Furthermore, 348 teachers responded to the qualitative section of the survey and the results of the analysis of this responses demonstrated that teachers are having difficulty with issues related to the parents of students with disabilities. They also reported that it is very challenging for them to implement individualized education strategies in overcrowded classrooms. Teachers also emphasized the need for support, the need for separate classrooms for students with disabilities, and the need for training related to students with disabilities and inclusion. The implications and limitations of the study discussed in addition to the results of this study.