شبكة المعلومات العربية التربوية

This study aimed at identifying psychological burnout levels of teachers working with multiple intellectual disabilities and learning disabilities students. The study investigated possible differences in psychological burnout levels according to the participants gender, age, and teaching years of experience. The sample consist ed of (179) teachers (male & female). The researcher used “Maslach Burnout Inventory MBI” (1996), with its three dimensions: emotional exhaustion, depersonalization and feeling of low personal accomplishment. The results indicated: The teachers working with multiple intellectual disabilities students suffer from psychological burnout dimensions in medium degree and that the teachers working with learning disabilities students suffer from psychological burnout levels on the emotional exhausted dimension, and high level in depersonalization and feeling of low personal accomplishment. There were significant differences at (α=0.05) for the levels of psychological burnout between teachers working with multiple intellectual disabilities students and teachers working with learning disabilities students, in favor of the teachers working with learning disabilities students. As for the teachers working with learning disabilities students, there were significant differences (α=0.05) for the degree of three psychological burnout dimension levels. Gender. differences detected for the male compared to the female teachers. No differences of statistical indication at level (α=0.05) for age and experiences variables for all dimensions, except for those who hed (6-10) years of experience. Recommendations for teachers were suggested. (Published abstract)