The current study involved 10 special education teachers and 10 students with disabilities who were receiving behavioral support services. The purpose of the study was to (a) explore potential predictors of special education teacher burnout, and (b) examine the impact of burnout on both teacher and student outcomes. A mixed-methods approach—specifically, a sequential explanatory design—was used to explore these research questions. Findings indicated burnout was strongly associated with role stressors, as well as behavior management efficacy. Further, results showed negative associations between teacher burnout and the quality of behavior intervention plans created for students. Special education teachers offered possible reasons for these statistical relationships, providing insight into the causes and consequences of burnout. Implications for practice and for future research are included.
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