Abstract
In order to gain an understanding of primary factors leading to burnout among teachers at special needs education schools, the Maslach Burnout Inventory (MBI) was distributed to 829 teachers at special needs education schools, from whom 735 valid responses were obtained. After categorical principal component analysis was applied, question #17 was divided into 2 components: decrease in ambition and decrease in individual sense of accomplishment, so as to explain the factorial structure. Categorical regression analysis revealed the main causes of each component. The results indicated that "school concerns" and "being a member of a faculty department" contributed both to a decrease in ambition and to a decrease in individual sense of accomplishment, whereas "personal concerns," "type of school," and "official title" contributed only to a decrease in ambition. "Age" and "gender" did not contribute to either component.
