FACTORS PREDICTING TEACHER BURNOUT: THE MODERATION ROLE OF PERCEIVED SOCIAL SUPPORT

Abstract

The terminal objectives of this study are to examine: the direct effects of stressors on teacher burnout and the moderation effects of social support on the relation between stressors and teacher burnout. A total sample of 202 special education teachers in the Kingdom of Saudi Arabia completed a 68-item digital countrywide survey questionnaire delivered through email to all special education teachers. For current study, hypotheses were tested based on structural equation modelling (SEM). Results revealed that: (1) role overload had shown significant direct effects on the three dimensions of teacher burnout; (2) role ambiguity had shown significant direct effects on the three dimensions of teacher burnout; (3) role conflict had shown significant direct effects on depersonalization and decreased personal accomplishment; (4) no moderation effect for social support on the relationship between stressors and the three dimensions of teacher burnout.