DOES LEADERSHIP MATTER IN BURNOUT OF SPECIAL EDUCATION TEACHERS?

The purpose of this article is to analyze the links between burnout of special education teachers (SETs) and the relationships with their school principal. In order to meet the objective of the study, SETs' health was measured by self-reported questionnaire using the Maslach Burnout Inventory in a sample of 324 SETs. Results show three essential outcomes: the majority of the sample is satisfied with their relations with school principals; quality of relations with school principals influences the averages of the three dimensions of burnout; even if the averages of the three dimensions vary, it should be noted that most SETs are not in burnout. In fact, emotional exhaustion and depersonalization scores are in the correct zone. Only personal achievement scores are in the zone at risk. These data reflect the necessity to ensure quality leadership in schools to promote SETs' health.