PERCEIVED SOCIAL SUPPORT AND BURNOUT IN SPECIAL EDUCATION TEACHERS: THE MEDIATING ROLES OF PROFESSIONAL COMPETENCE AND WORK STRESS

Abstract

Burnout among special education teachers is a significant occupational hazard. Although perceived social support (PSSS) is a known protective factor, the specific mechanisms through which it mitigates burnout remain underexplored. This study investigated the mediating roles of professional competence (PCS) and work stress (WSS) in the relationship between PSSS and teacher burnout (TBS). A cross-sectional survey was administered to 605 special education teachers, and a dual-mediation model was evaluated using structural equation modeling (SEM) with the bootstrap method. Results indicated an excellent model fit (CMIN/df=1.725, GFI=0.921, CFI=0.966, RMSEA=0.035). PSSS exerted a significant direct negative effect on TBS (β = –0.328, p<0.001). Moreover, two significant indirect pathways were identified: PSSS indirectly reduced burnout by enhancing PCS (indirect effect= –0.114, 95%CI [–0.164, –0.076]) and by alleviating WSS (indirect effect= –0.101, 95%CI [–0.147, –0.064]). Both PCS and WSS functioned as partial mediators. This study demonstrates that PSSS combats teacher burnout not only directly but also indirectly by strengthening professional competence and reducing work-related stress. These findings highlight that interventions aimed at building supportive networks, enhancing teacher competency, and implementing stress management strategies are crucial for preventing burnout in this population.