Working in Inclusive or Non-Inclusive Contexts: Relations Between Collaborative Variables and Special Education Teachers’ Burnout

Over the last two decades, nature of teachers' work has undergone significant structural changes due to political, social, organizational, technological, and philosophical factors. With development inclusive policies, roles functions special education teachers (SETs) have evolved over years. Inclusive in general classrooms is often seen as a source stress for SETs they may less autonomy at work, more complex collaboration than their peers working classes. This can lead burnout syndrome, which characterized by emotional exhaustion, depersonalization lack personal accomplishment. Less known about effects teaching contexts on SETs’ health. Therefore, this study aimed compare perceived health sample Switzerland ( N = 306) n 79) with those non-inclusive 227). The filled out self-reported questionnaire measuring variables, Maslach Burnout Inventory, collaborative variables School Quality Survey. Research results show three main findings. 1. Differences are not between subgroups. 2. subsamples exhausted or depersonalized, but present reduced achievement. 3. collaboration-related exert different dimensions.