TEACHER BURNOUT IN INCLUSIVE EDUCATION: A REVIEW OF PUBLICATIONS IN LEADING DATABASES

Abstract

. In recent years, teacher burnout, including among those working in inclusive settings, has become an increasingly relevant research topic. According to statistical data, the number of publications on this issue has increased by 35% over the past two years. The aim of this study is to conduct an analytical review of publications in leading databases—Scopus, Web of Science, and JSTOR—on teacher burnout in inclusive education settings. These databases serve as unique platforms that provide access to peer-reviewed publications from the world’s leading scientific journals, offering extensive opportunities for in-depth analysis.

This study employs theoretical methods that allow for a comprehensive examination of teacher burnout in inclusive education, contributing to a deeper understanding of the issue and the synthesis of existing research findings. The research revealed that the Scopus database contains approximately 4,358 research articles related to teacher burnout ("teachers burnout at work"), while Web of Science includes around 1,005 publications, and JSTOR features 3,485 articles on this subject.

Comparative analysis has shown that all three databases offer a wide range of methodological approaches to diagnosing and preventing burnout in inclusive education. Each database presents unique studies that contribute to the development of theoretical and practical approaches to burnout diagnosis and prevention. The analysis of scientific literature from Scopus, Web of Science, and JSTOR highlights the significance of international experience and approaches to preventing teacher burnout, particularly in inclusive education environments.

Based on the conducted analysis, key findings and future research directions have been formulated. The implementation of best practices and technologies identified in this review presents significant opportunities for further research and the development of an effective predictive and preventive model adapted to inclusive education.