The Relationship Between Burnout and Job Satisfaction among Autism Early Intervention Centre Teachers

This research aims to identify the levels of burnout and job satisfaction among autism early intervention centre teachers in Selangor, Johor, WP Kuala Lumpur, Pulau Pinang, and Sarawak. It also aims to determine the relationship between burnout and job satisfaction. The findings of this research can provide an overview of the burnout phenomenon and levels of job satisfaction among autism early intervention centre teachers. This research employs a survey design using a quantitative method involving 103 autism early intervention centre teachers working with Special Educational Needs and Disabilities (SEND) students. The collected data were analysed using Statistical Packages for Social Science (SPSS) version 27.0. The findings of this research indicated a moderate level of burnout among teachers, with emotional exhaustion showing a moderately high level, depersonalization at a low level, and personal accomplishment also at a low level of burnout. Among the various constructs examined, job satisfaction related to salary was relatively low, while others were moderately high. The correlation analysis revealed a significant negative correlation between job satisfaction and two burnout sub-scales: emotional exhaustion and depersonalization. The findings of this research can offer insights into the well-being of autism early intervention centre teachers, aiding administrations in creating supportive environments.