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School Psychology International
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Teacher Self-Efficacy, Burnout, Experience and Decision to Refer a Disruptive Student

Carla J. Egyed

University of Missouri-Columbia, USA

Rick Jay Short

Middle Tennessee State University, rshort{at}mtsu.edu

The purpose of this study was to investigate teacher characteristics that may lead to special education referrals, including efficacy, burnout, experience, and preparation. We hypothesized that likelihood to refer for special education is related to these teacher characteristics. This study involved 106 elementary teachers who rated themselves on the Maslach Burnout Inventory (MBI) and the Teacher Efficacy Scale (TES). They were given a case vignette of a child exhibiting behavioural problems in a classroom and were asked how likely they would be to refer the child for special education assessment. Analyses revealed that teachers who were uncertain whether they would refer a child for special education testing had higher levels of burnout than teachers who were more decided about whether to refer. No relationship was found between teacher sense of efficacy, experience, or preparation and decision to refer. Significant correlations between the subscales on the MBI and the TES suggest an inverse relationship between teacher sense of efficacy and teacher burnout.

Key Words: burnout • experience and referral of disruptive students • teacher efficacy

School Psychology International, Vol. 27, No. 4, 462-474 (2006)
DOI: 10.1177/0143034306070432
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