Transformational Leadership and Burnout in Special Education

Researchers in China have conducted a study on the impact of transformational leadership on burnout in special education teachers. The study, led by Lan Liu and colleagues from Suqian University, aimed to understand how transformational leadership influences teacher burnout through the mediating pathways of special education teacher admiration and student-centered cognitive empathy. The research found that transformational leadership is significantly associated with lower burnout, and that teachers who admire their institution and leaders report lower burnout. The study also suggests that fostering transformational leadership and empathy can alleviate burnout among special educators.

Key Takeaways:

• The study examined the impact of transformational leadership on burnout in special education teachers through the mediating pathways of special education teacher admiration and student-centered cognitive empathy.
• The research found that transformational leadership is significantly associated with lower burnout, and that teachers who admire their institution and leaders report lower burnout.
• Teachers who admire their institution and leaders report lower burnout, and those with greater cognitive empathy (better understanding of students' perspectives) also experience reduced burnout.
• The study suggests that a strong personal responsibility amplified the beneficial impact of TLSE on cognitive empathy and subsequent burnout reduction.
• The research highlights the importance of fostering transformational leadership and empathy to alleviate burnout among special educators.
• The study contributes to understanding teacher well-being in the Chinese context and aligns with global development priorities (SDG 3: Good Health and Well-Being, SDG 4: Quality Education).
• School administrators should cultivate supportive, visionary leadership and provide resources (including empathy training and digital tools) to reduce teacher stress and promote an inclusive, healthy educational environment.

Statistics:

• 439 special education teachers in China participated in the quantitative survey.
• The study used Partial Least Squares Structural Equation Modeling (PLS-SEM) to test the hypothesized model.
• Results indicated a significant association between transformational leadership and lower burnout.
• The mediation pathways of special education teacher admiration and student-centered cognitive empathy were partially supported.

Sources:

• Liu, L., et al. "Burnout and leadership in special education: A sustainable approach through the Lens of SDG 3 and SDG 4." Acta Psychologica, 2025, 259():105421. doi: 10.1016/j.actpsy.2025.105421
• NewsRx. Study Data from Suqian University Update Understanding of Sustainability Research (Burnout and leadership in special education: A sustainable approach through the Lens of SDG 3 and SDG 4). Ecology, Environment & Conservation. September 5, 2025; p 981.