The
comprehensive promotion of high-quality development in special education relies
on the key factor of teacher construction. This study aims to systematically
gain a deeper understanding of the factors influencing burnout in special
education teachers and explore the relationship between social support and
special education teachers’ burnout. Through a survey of 357 special education
teachers, the study found that 1) there are significant differences in the
degree of burnout among special education teachers with different ages,
teaching ages, titles, and professional backgrounds; 2) there are significant differences
in the Cynicism dimension of burnout among special education teachers with
different academic qualifications; and 3) social support negatively predicted
burnout among special education teachers, with a significant negative
correlation between the two dimensions.
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