Acar, Ö., Karaaslan, D. D., & Karaaslan, Ö. (2022). Examination of occupational burnout, job satisfaction, and job stress levels of special education teachers.
Trakya Eğitim Dergisi.
https://doi.org/10.24315/tred.1116786
Adeniyi, S. O., Fakolade, O. A., & Tella, A. (2010). Perceived causes of job stress among special educators in selected special and integrated schools in Nigeria. New Horizons in Education, 58(2), 73–82.
Antoniou, A. S., Efthymiou, V., Polychroni, F., & Kofa, O. (2023). Occupational stress in mainstream and special needs primary school teachers and its relationship with self-efficacy.
Educational Studies,
49(1), 200–217.
https://doi.org/10.1080/03055698.2020.1837080
Attride-Stirling, J. (2001). Thematic networks: An analytic tool for qualitative research.
Qualitative Research,
1(3), 385–405.
https://doi.org/10.1177/146879410100100307
Bakker, A. B., & Demerouti, E. (2017). “Job Demands-Resources Theory: Taking Stock and Looking Forward.”
Journal of Occupational Health Psychology, 22(3), 273-285. https://doi.org/
10.1037/ocp0000056
Brunsting, N. C., Sreckovic, M. A., & Lane, K. L. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013.
Education & Treatment of Children,
37(4), 681–712.
https://doi.org/10.1353/etc.2014.0032
Buchanan, D. A., & Huczynski, A. (2019). “Organizational Behaviour.” Pearson Education Limited.
Busacca, L. A. (2002). Career problem assessment: A conceptual schema for counselor training.
Journal of Career Development,
29(2), 129–146.
https://doi.org/10.1177/089484530202900204
Byron, K. (2005). “A Meta-Analytic Review of Work-Family Conflict and Its Antecedents.”
Journal of Vocational Behavior, 67(2), 169-198.
https://doi.org/10.1016/j.jvb.2004.08.009
Canu, Z. (2023). The relationship between family-work conflict and work-family conflict among special education teachers.
Jurnal Multidisiplin Madani,
3(4), 811–816.
https://doi.org/10.55927/mudima.v3i4.2648
Conley, S., & You, S. (2017). Key influences on special education teachers’ intentions to leave: The effects of administrative support and teacher team efficacy in a mediational model.
Educational Management Administration & Leadership,
45(3), 521–540.
https://doi.org/10.1177/1741143215608859
Cooper, C., & Quick, J. C. (Eds.). (2017). The handbook of stress and health: A guide to research and practice. John Wiley & Sons.
De Stasio, S., Fiorilli, C., Benevene, P., Uusitalo‐Malmivaara, L., & Chiacchio, C. D. (2017). Burnout in special needs teachers at kindergarten and primary school: Investigating the role of personal resources and work wellbeing.
Psychology in the Schools,
54(5), 472-486.
https://doi.org/10.1002/pits.22013
Deuling, J. K., & Burns, L. (2017). Perfectionism and work-family conflict: Self-esteem and self-efficacy as mediator.
Personality and Individual Differences,
116, 326–330.
https://doi.org/10.1016/j.paid.2017.05.013
Dibaj, F., Bahrami, F., & Abedi, M. R. (2008). A study of the career pathologies among Isfahan’s municipality personnel.
Counseling Research and Development,
7(27), 119–132. (Persian)
https://sid.ir/paper/69982/en
Didah, K., Khanjari, M., Mahdavi Far, A., Hedayati, Z., & Niyazi, M. (2024). Educational challenges and obstacles for exceptional children and ways to address them. Psychological and Educational Studies (University of Takestan), 9(4), 19–28. (Persian)
Ding, J., & Lyu, N. (2022). Is it benefit or not? The relations between work-family conflict and turnover intention among special education teachers: A moderated mediation effect model.
Current Psychology,
42, 22712–22725.
https://doi.org/10.1007/s12144-022-03358-7
Dreer, B. (2024). Teachers’ well-being and job satisfaction: The important role of positive emotions in the workplace.
Educational Studies,
50(1), 61–77.
https://doi.org/10.1080/03055698.2021.1940872
Ebrahimi, E., Arjmandnia, A. A., & Afroz, G. A. (2017). The assessment of the impact of an educational program based on positive psychology on increasing job satisfaction of teachers working in exceptional schools. Empowering Exceptional Children, 8(2), 79–87. (Persian)
Emery, D. W., & Vandenberg, B. (2010). Special education teacher burnout and ACT. International Journal of Special Education, 25(3), 119–131.
Entesar Foumany, G. (2015). Relationship between job motivation, job involvement and organizational commitment of teachers and managers? Productivity in education administration of Zanjan.
Productivity Management (Beyond Management),
8(32), 171–190. (Persian)
https://sid.ir/paper/182055/en
Fenjani, M. M., & Omidvar, B. (2020). Prediction of parental stress based on early maladaptive schemas and quality of marital life in mothers with children with special needs.
Women Interdisciplinary Researches,
2(1), 62–73.
https://doi.org/10.52547/.2.1.62
Freudenberger, H. J. (1977). Burn-out: Occupational hazard of the child care worker.
Child Care Quarterly,
6, 90–99.
https://doi.org/10.1007/BF01554695
Fu, W., Pan, Q., Zhang, C., & Cheng, L. (2022). Influencing factors of Chinese special education teacher turnover intention: Understanding the roles of subject well-being, social support, and work engagement.
International Journal of Developmental Disabilities,
68(3), 342–353.
https://doi.org/10.1080/20473869.2020.1780553
Garba, B. T., & Tambawal, M. U. (2017). Revitalizing the sources and effects of stress among special education teachers in Nigeria.
Garcia-Arroyo, J. A., Osca Segovia, A., & Peiró, J. M. (2019). Meta-analytical review of teacher burnout across 36 societies: The role of national learning assessments and gender egalitarianism.
Psychology & Health,
34(6), 733–753.
https://doi.org/10.1080/08870446.2019.1568013
Ghazbanzadeh, R., & DashtBozorgi, Z. (2018). Predicting subjective well-being based on health promoting lifestyle, work-family conflict and job satisfaction among exceptional school teachers. Journal of Health Promotion Management, 7(5), 15–22. (Persian)
Hall, D. T. (2002). “Careers In and Out of Organizations.” SAGE Publications.
Hall, N. C. (2013). Emotion, motivation, and self-regulation: A handbook for teachers. Emerald Group Publishing.
Harrison, M. I. (1987). Diagnosing organizations: Methods, models, and processes. Sage Publications.
Kamali, M., Moeen Shahangyan, M. S., Mobaraki, H., & Akbar Fahimi, M. (2020). The relationship between quality of working life and job satisfaction in exceptional school teachers.
MEJDS,
10, 41-41. (Persian)
http://jdisabilstud.org/article-1-1205-fa.html
Karatepe, O. M., & Karadas, G. (2016). Service employees’ fit, work-family conflict, and work engagement.
Journal of Services Marketing.
https://doi.org/10.1108/JSM-02-2015-0066
Kordi, A., & Nastizai, N. (2015). The relationship between servant leadership style and organizational learning with job enthusiasm of exceptional school teachers. Occupational and Organizational Counseling, 7(23), 68–91. (Persian)
Kuvaeva, I. (2018). Teachers of special schools: stressors and manifestations of occupational stress. In
The Fifth International Luria Memorial Congress «Lurian Approach in International Psychological Science».—Ekaterinburg, 2018 (pp. 515-521). Knowledge E.
http://dx.doi.org/10.18502/kls.v4i8.3309
Longobardi, C., Badenes-Ribera, L., Fabris, M. A., Martinez, A., & McMahon, S. D. (2019). Prevalence of student violence against teachers: A meta-analysis.
Psychology of Violence,
9(6), 596.
https://doi.org/10.1037/vio0000202
Lubbadeh, T. (2020). Job burnout: A general literature review.
International Review of Management and Marketing,
10(3), 7.
https://doi.org/10.32479/irmm.9398
Mahdipour, M., Abdi, Z., & Kazemzadeh, S. H. (2012). The role of the suggestion system in improving the organizational status. In
National Conference on Suggestion Systems (4th National Festival). Retrieved. (Persian)
https://sid.ir/paper/820949/fa
Meyer, J. P., & Allen, N. J. (1997). Managing for commitment. In Managing for commitment (pp. 66-90). SAGE Publications, Inc.,5
https://doi.org/10.4135/9781452231556.n5
McMahon, S. D., Reaves, S., McConnell, E. A., Peist, E., Ruiz, L., APA Task Force on Classroom Violence Directed Against Teachers, …, & Brown, V. (2017). The ecology of teachers’ experiences with violence and lack of administrative support.
American Journal of Community Psychology,
60(3–4), 502–515.
https://doi.org/10.1002/pits.21777
Mirdrikundi. (2000). Job, job satisfaction and its evaluation methods. Ma’refat, 38(9), 64–77. (Persian)
Morgeson, F. P., & Humphrey, S. E. (2006). The Work Design Questionnaire (WDQ): Developing and validating a comprehensive measure for assessing job design and the nature of work.
Journal of Applied Psychology, 91(6), 1321–1339.
https://doi.org/10.1037/0021-9010.91.6.1321
Motamedinia, Z., Papzan, A. H., Mahdizadeh, H., & Naseri Rad, H. (2013). The impact of in-service training aspects on solving organizational problems.
Journal of Agricultural Extension and Education Research,
6(3), 107–118. (Persian).
https://sid.ir/paper/189910/en
Naghashian, Niloufar, Afarinesh, Akbar, & Esmaili, Mohammadreza. (2019). The mediating role of psychological capital for the influence of genuine leadership on psychological well-being and job satisfaction among employees of the Ministry of Sports and Youths.
Medical Journal of Mashhad University of Medical Sciences, 62(Special Issue 1), 288-295. (Persian).
https://sid.ir/paper/51585/en
Nahrgang, J. D., Morgeson, F. P., & Hofmann, D. A. (2011). Safety at work: A meta-analytic investigation of the link between job demands, job resources, burnout, engagement, and safety outcomes.
Journal of Applied Psychology, 96(1), 71–94.
https://doi.org/10.1037/a0021484
Ourki, M. (2008). Comparison of job satisfaction and mental health in exceptional and normal primary schools' teachers. Educational Psychology, 4(11), 23-43. https://doi.org/10.22054/jep.2008.6016
Ross, R. R., & Altmaier, E. M. (1994). Intervention in occupational stress: A handbook of counseling for stress at work. Sage.
Safaei Movahed, S. (2024). Qualitative research: Theoretical foundations, strategies, and traditions. Elm-e Ostadan. (Persian)
Shamstalab, R., Akbari, B., & Mosavi, S. (2014). The comparison of burnout, psychological well-being and meta-cognitive beliefs in teachers of normal and exceptional schools.
Arabian Journal of Business and Management Review (Kuwait Chapter),
3(6), 91–100. (Persian).
https://doi.org/10.12816/0018182
Sharma, K., Cooper, C. L., & Pestonjee, D. M. (2021). Organizational stress around the world. Routledge.
Stivers, J., Cramer, S. F., & Riordan, K. E. (2012). Involuntary teacher transfer in special education: Concepts and strategies for teachers facing new assignments. Journal of the American Academy of Special Education Professionals.
Taghipour Zahir, A., Zamani Moghaddam, A., Ghorbanian, P., & Ardalan, M. R. (2020). Provide a model for individual development of elementary school teachers in exceptional schools (A qualitative study).
Journal of School Administration,
8(1), 259–282. (Persian).
https://sid.ir/paper/407740/en
Toral-Villanueva, R., Aguilar-Madrid, G., & Juárez-Pérez, C. A. (2009). Burnout and patient care in junior doctors in Mexico City.
Occupational Medicine,
59(1), 8–13.
https://doi.org/10.1093/occmed/kqn122
Ugwoke, S. C., Eseadi, C., Onuigbo, L. N., Aye, E. N., Akaneme, I. N., Oboegbulem, A. I., Ezenwaji, I. O., Nwobi, A. U., Nwaubani, O. O., Ezegbe, B. N., Ede, M. O., Orji, C. T., Onuoha, J. C., Onu, E. A., Okeke, F. C., Agu, P. U., Omeje, J. C., Omeke, F., Ugwu, R., … Eneh, A. U. (2018). A rational-emotive stress management intervention for reducing job burnout and dysfunctional distress among special education teachers.
Medicine,
97(17), e0475–e0475.
https://doi.org/10.1097/md.0000000000010475
Vedpuria, N. K. (2021). Role and functions of special teacher to special education children. Psychology and Education Journal, 58(4), 3751–3754.
Weisbord, M. R. (1985). The organization development contract revisited. Consultation: An International Journal, 4(4), 305–315.
Williams, E. P., Tingle, E., Morhun, J., Vos, S., Murray, K., Gereluk, D., & Russell-Mayhew, S. (2022). “Teacher burnout is one of my greatest fears”: Interrupting a narrative on fire.
Canadian Journal of Education,
45(2), 428–453.
https://doi.org/10.53967/cje-rce.v45i2.4919
Xhelilaj, L. K., Petani, R., & Ntalla, M. (2021). Relationship between teacher’s burnout, occupational stress, coping, gender and age. Journal of Educational and Social Research, 11(4), 266–276.
https://doi.org/10.36941/jesr-2021-0094
Zarei Zowarki, E., Soleimani Azandriani, H., & Dertaj, F. (2010). Evaluation of learning centers of exceptional education organization of Tehran from the perspective of experts.
Research in Educational Systems,
4(9), 69–83. (Persian).
https://dorl.net/dor/20.1001.1.23831324.1389.4.9.4.3
Zhang, M., Bai, Y., & Li, Z. (2020). Effect of resilience on the mental health of special education teachers: Moderating effect of teaching barriers.
Psychology Research and Behavior Management, 537–544.
https://doi.org/10.2147/PRBM.S257842
Zunker, V. G. (2006). Career counseling: A holistic approach. Thomson Brooks/Cole.