Perceptions of Burnout and Coping Strategies among Special Education Professionals

A Qualitative Approach

Abstract

This study explores the perceptions of burnout and coping strategies among special education professionals working with children with special needs in Tirana, Albania. Using a qualitative design, written responses were collected through open-ended questions in Google Forms to explore experiences of emotional exhaustion, depersonalisation, and coping. Although not equivalent to traditional semi-structured interviews, these written responses provided participants with reflective space to express their experiences in detail. Thematic analysis was applied to identify key categories, similarities, and variations in responses. Findings reveal that burnout remains a serious challenge for professionals in special education, influenced by workload, limited support, and emotional demands. Participants reported various coping strategies, such as self-regulation, collaboration, and time management. The study highlights the importance of organisational and policy-level interventions to promote well-being, reduce professional stress, and enhance retention among special education professionals.