We examined changes in burnout across three timepoints in one school year, in a sample (N = 230) of special educators serving students with emotional-behavioral disorders, in 15 school districts selected through stratified random sampling at the national level. Emotional exhaustion decreased at each timepoint in the school year and personal accomplishment increased from fall to spring. Latent growth curve modeling did not produce latent trajectories of burnout among teachers; however, cross-lagged panel structure equation modeling revealed that emotional exhaustion and personal accomplishment had both direct and indirect effects on depersonalization. Differences in burnout were significant by race/ethnicity but not by gender. Participants reported higher emotional exhaustion, lower depersonalization, and higher personal accomplishment than a national sample. We provide implications for researchers and practitioners.

我们检查了一个学年中三个时间点的倦怠变化，样本（N= 230) 的特殊教育工作者，在国家层面通过分层随机抽样选择的 15 个学区为患有情绪行为障碍的学生提供服务。在学年的每个时间点，情绪耗竭都会减少，个人成就从秋季到春季有所增加。潜在增长曲线模型没有产生教师职业倦怠的潜在轨迹；然而，交叉滞后面板结构方程模型显示，情绪耗竭和个人成就对人格解体有直接和间接影响。职业倦怠的差异因种族/民族而异，但不因性别而异。与全国样本相比，参与者报告了更高的情绪耗竭、更低的人格解体和更高的个人成就。我们为研究人员和从业者提供启示。