The relationship of role-based, task-based, boundary-spanning, and conflict-mediating stress experienced by New York State special education administrators and emotional exhaustion, depersonalization, and personal accomplishment

Given the challenges faced in ensuring the needs of students with disabilities are met in the midst of fiscal constraints, increasing litigation, meeting adequate yearly progress and compliance with State regulations, special education administrators are more at risk for burnout than ever before. Burnout is characterized by a high degree of Emotional Exhaustion and Depersonalization and a diminished sense of Personal Accomplishment.;This study was conducted to investigate the relationship of administrative stress experienced by special education administrators and its influence on the dimensions of burnout. Special education administrators reported a high level of Emotional Exhaustion, a low level of Depersonalization and a high level of Personal Accomplishment. Task-based Stress was found to bother special education administrators most often. Based on the results of a correlational analysis, significant relationships were found between the stresses experienced by special education administrators and the dimensions of burnout. A regression analysis revealed that Depersonalization and administrative stresses were strong predictors of Emotional Exhaustion. Further, decreased Depersonalization was a strong predictor of increased Personal Accomplishment.;The study emphasized the need to recognize the stresses that influence burnout and to continue to foster feelings of Personal Accomplishment to mediate emotional exhaustion and administrative stress.