Level of Burnout among Teachers of Students with Learning Disabilities in Riyadh

Abstract

This research aims to identify the level of burnout among the teachers of students with learning disabilities in Riyadh, Saudi Arabia, and its relationship to gender, qualification, years of experience, and age group variables. The sample consisted of 296 teachers, and the study adopted the descriptive analytical approach and utilized the Maslach Burnout Inventory after verifying its psychometric characteristics. The results showed a high level of burnout among the teachers of students with learning disabilities; their mean scores were high for emotional exhaustion, moderate for depersonalization, and low for lack of personal accomplishment. Moreover, female teachers were exposed to emotional exhaustion more often than male teachers, and burnout did not differ according to academic qualification or age. Furthermore, teachers with experience of five years or fewer showed more emotional exhaustion. Based on the results, it’s recommended that ongoing psychological support and appropriate reinforcement should be provided to teachers of students with learning disabilities to motivate them to achieve more and improve their mental health.