This study examined the relationship of mle conflict and role ambiguity to teacher burnout among Connecticut urban special education teachers (N = 443) afier contmlling for select personal and professional backgrouvd variables. The relationship of these background variabkj to teacher burnout was also examined Role conjict and ambiguity explained a signifcant amount of variance in feelings of emotional exhaustion and depersonalization. Whde perceived burnout among teachers was molrate, the level varied significantly with respect to age, experience, sex, and whether one taught in a resource mom or a self-contained classmom.
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