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Perceived Role Conflict, Role Ambiguity, and Burnout Among Special Education Teachers

Stephen J. Crane is principal of the Education and Training Department at Southbury Training School, a residential care facility of the Connecticut Department of Mental Retardation. He received his PhD from the University of Connecticut. His research has focused on the role of the teacher in enhancing the quality of programs for special needs groups.

Edward F. Iwanicki

Edward F. Iwanicki is associate dean and Professor of educational administration in the School of Education at the University of Connecticut. He received his PhD from Boston College. His research over the past five years has concentrated on the relationship between various organizational variables and teacher stress.

This study examined the relationship of mle conflict and role ambiguity to teacher burnout among Connecticut urban special education teachers (N = 443) afier contmlling for select personal and professional backgrouvd variables. The relationship of these background variabkj to teacher burnout was also examined Role conjict and ambiguity explained a signifcant amount of variance in feelings of emotional exhaustion and depersonalization. Whde perceived burnout among teachers was molrate, the level varied significantly with respect to age, experience, sex, and whether one taught in a resource mom or a self-contained classmom.

Remedial and Special Education, Vol. 7, No. 2, 24-31 (1986)
DOI: 10.1177/074193258600700206


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