Teaching students with Autism Spectrum Disorder across various educational settings: The factors involved in burnout

This study aimed to 1) compare the experience of 115 French-Canadian teachers of typical children and children with ASD according to their educational setting (i.e., mainstream classes, specialized settings), through dispositional (i.e., self-efficacy, empathy) and transactional variables (i.e., perceived stress, social support, coping strategies) and burnout; 2) assess the influence of these variables on burnout. The results indicate that teachers of typical children have higher levels of burnout than teachers of children with ASD. Perceived stress and social support predict burnout among teachers of children with ASD in mainstream classes while self-efficacy also predicts burnout among teachers in specialized settings.