Date

2-13-2026

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

James C. Guy

Keywords

special education teachers, special education para-educators, moderate to severe disability, burnout, perceived organizational support, spirituality, Scripture, distress

Disciplines

Psychology

Abstract

This quantitative correlational research study explored whether burnout (BO) is correlated with perceived organizational support (POS) in special education teachers (SETs) working with moderate to severe disabilities (MSDs) students during distress, and whether spirituality moderates the correlation. SETs working with MSD students face a heightened risk of BO, yet there is little literature exploring how organizational or spiritual resources help. Exploring these factors is necessary to strengthen SETs’ well-being. Guided by the Organizational Support Theory, theoretical frameworks on BO, Maslow's Theory on Spirituality and Hierarchy of Needs, the Cognitive Appraisal Approach, and biblical truths, this study explored how internal and external resources influence well-being in SETs. A total of eighty-eight participants completed the MBI-ES, SPOS-8, and SWBS through Qualtrics. Using SPSS, Pearson’s r, and multiple regression, the results indicated no significant correlation between BO and POS, and spirituality did not moderate the correlation. However, independently, spirituality predicted lower Depersonalization and higher Personal Accomplishment. These findings indicate that although organizational factors may not directly predict BO, personal factors, such as spirituality, may serve as a protective resource for mitigating BO in SETs. From a Christian Worldview, this study underscores the importance of nurturing internal beliefs and external support, promoting spiritual and psychological well-being in SETs.

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