Chapter 11: Effects of Collaborative Problem Solving on Stress, Burnout, and Coping Resources in Early Childhood Special Educators

While many studies have addressed the increasing teacher turnover rates, reasons for teacher burnout, and generic solutions for decreasing burnout, few studies have implemented proactive strategies to decrease teacher stress and burnout. An intervention used in a previous study (collaborative problem solving sessions) was implemented among three early childhood special educators in a public separate school for children with severe disabilities. A mixed-methods research design was used in order to gain quantitative information about participants’ levels of stress, burnout, and coping resources before and after the intervention. Qualitative information was also gained regarding current stressors and coping resources among the participants. Results showed the collaborative problem solving sessions were effective in decreasing all participants’ levels of stress and burnout within a six-week intervention period. Stress-related themes were found, including a lack of social support, administrative issues, and workload-related factors. Increases in coping resources were also found among one of the participants with coping-related themes including positive personal relationships. Findings indicate a need for increased collaboration among special educators during team planning meetings in which problems can be solved systematically. Building a sense of trust and empathy among special educators may also be an important buffer against stress in the workplace.