The predictive role of perceived social support and job satisfaction in explaining the burnout levels of special education teachers

This study aims to investigate the predictive role of perceived social support and job satisfaction in explaining the burnout levels of special education teachers and examine whether the burnout levels of special education teachers vary according to age, gender, marital status, educational background, professional seniority, employment status, and monthly average income. The study was conducted with 259 special education teachers. Data on burnout perceptions, job satisfaction, and social support levels of the special education teachers were collected using the Maslach Burnout Inventory-Educator Form, the Minnesota Job Satisfaction Scale, the Multidimensional Perceived Social Support Scale, and a Personal Information Form prepared by the researcher. A relational design and quantitative research method were employed to examine the relationship between study variables and demographic variables. Multiple Regression Analysis, Independent Samples T-test, Correlation Analysis, and One-Way ANOVA were applied to address the research questions. According to the research findings, job satisfaction and perceived social support were found to be predictive of burnout levels among special education teachers. Variations were observed between the study variables and participants' gender, marital status, age, professional seniority, and monthly average income, while no differences were found concerning educational background and employment status. The limitations and findings of this study were discussed in light of the relevant literature, and the theoretical implications and practical recommendations for future research were presented. Keywords: Burnout in Special Education Teachers, Perceived Social Support, Job Satisfactio