Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K-6 general education and special education teachers who had students with or at-risk for EBD in their classrooms. We then examined if profile membership varied by teacher type (special education vs. general education) and if profile membership was related to teachers’ directly observed classroom management skills. Our results suggest that teachers exhibit three burnout profiles: “flourishing,” “buffered,” and “struggling”; that profile membership did not vary by teacher type; and that burnout profiles were related to teachers’ classroom management skills. These findings suggest teachers may need differential supports when working with students who have EBD and provide directions for future research regarding the association between teacher affect and classroom instruction.

教师可能会对教有情绪/行为障碍 (EBD) 的学生产生情感反应，从而影响他们的教学效果。我们使用潜在概况分析来检查 102 名 K-6 普通教育和特殊教育教师的职业倦怠概况，这些教师的课堂上有患有 EBD 或有 EBD 风险的学生。然后，我们检查了简介成员资格是否因教师类型（特殊教育与普通教育）而异，以及简介成员资格是否与教师直接观察到的课堂管理技能有关。我们的结果表明，教师表现出三种倦怠特征：“蓬勃发展”、“缓冲”和“挣扎”；该档案成员资格不会因教师类型而异；倦怠情况与教师的课堂管理技能有关。