Relationships between three personal characteristics of special education teachers-amount of teaching experience, amount of training, and age—and job-related burnout are examined in this article. Data drawn from a survey of 601 teachers of exceptional children indicate that more experienced, more highly trained, and older teachers tend to experience less emotional exhaustion, less depersonalization toward their students, and greater feelings of personal accomplishment in their jobs than their less experienced, less trained, younger colleagues.
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