Examining the Relationship between Quality of Life, Resilience, and Burnout in Special Education Teachers
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Examining the Relationship between Quality of Life, Resilience, and Burnout in Special Education TeachersAbstract
This study examined the relationship between quality of life, resilience, and burnout among special education teachers in Punjab, Pakistan. Using a quantitative, cross-sectional, and correlational design, data were collected from 300 teachers selected through a multistage random sampling technique. Standardized questionnaires were administered online to measure resilience, burnout, and quality of life. The findings revealed that teachers demonstrated a moderate level of quality of life, a high level of resilience, and a moderate level of burnout. While resilience appeared to buffer against emotional exhaustion and depersonalization, challenges related to physical health, workload, and environmental factors were notable contributors to stress. No significant gender differences were observed in resilience, burnout, or quality of life. The results highlight the need for institutional strategies that promote resilience and strengthen overall well-being in order to reduce burnout among special educators. These findings contribute to the literature on teacher occupational health and provide evidence for developing supportive interventions in special education contexts.
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