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Thai teachers with low/high burnout and their perceptions of teaching with Special Education Needs (SEN)

Yotanyamaneewong, Saengduean (2012)
Ph.D. thesis, University of Birmingham.

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The primary aim of this study is to examine the phenomenon of burnout among teachers of pupils with Special Educational Needs (SEN) and how this phenomenon relates to a) teacher's career motivations; b) teacher's career motivations in relation to teaching pupils with SEN; c)
their perceptions of positive and/or negative aspects of teaching pupils with SEN, and d) teachers' use of coping strategies. The data were collected from SEN teachers working in ChiangMai province (Thailand) using the burnout inventory, questionnaires, and semistructured interviews. Two groups of teachers were identified as having the lowest and highest levels of burnout. Sixteen from each group were interviewed and the data analyzed using five categories adapted from Maslow's hierarchy of needs- physiological, safety, belongingness, esteem, and self-actualisation.

The main findings show that the two groups share similar perceptions in terms of the positive aspects of teaching pupils with SEN. However they differ in their motivations to teach regular pupils and pupils with SEN. The research also delves into the negative aspects of teaching
pupils with SEN, and the coping strategies they used when experiencing stressful situations. Based on the five categories, esteem and self-actualization are seen to play a bigger role in differentiating the two groups. As a result, promoting teachers' esteem and self-actualization
will be crucial in maintaining or increasing their efficiency. The findings suggest that this can be achieved by enhancing these teachers' skills which will subsequently raise their confidence. Other suggestions include recognizing their performance and providing opportunities for them to be more effective in performing their duties.

Type of Work:Ph.D. thesis.
Supervisor(s):Visser, John (1946-)
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:H Social Sciences (General)
L Education (General)
LC Special aspects of education
Institution:University of Birmingham
ID Code:3526
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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