Early Childhood Education and Early Childhood Special Education Teachers' Perceived Stress, Burnout, and Depressive Symptoms.

The current study examines the relationships between teachers' job-demands and resources, perceived stress, job burnout, and depressive symptoms through an online survey administered to early childhood education (ECE: = 143) and early childhood special education (ECSE: = 121) teachers in a western state of the United States. Results showed no difference between ECE and ECSE teachers in their levels of job-demands, resources, perceived stress, job burnout, and depressive symptoms. Both ECE and ECSE teachers' job-related stressors were positively related to their perceived stress, and their job commitment was negatively associated with job burnout.

Early Childhood Special Education Teachers' Job Burnout and Psychological Stress.

Research Findings: All teachers have demanding jobs and work with limited resources. However, working with young children with disabilities may place additional demands on early childhood special education (ECSE) teachers which may impact their well-being. Using the Job Demands and Resources model, the present study aimed to predict ECSE teachers' job burnout and psychological stress by using their job demands, job resources, and professional internal resources.