Impact of Teacher Burnout on Service Delivery in Special Education Schools in Benue State

This study investigates the impact of teacher burnout on service delivery quality in special education schools in Benue State, North Central Nigeria. Teacher burnout, characterised by emotional exhaustion, depersonalisation, and reduced sense of personal accomplishment, is a well-documented occupational hazard in demanding educational roles and is particularly prevalent among special education teachers who manage high-need student populations with limited support. In Benue State, where special education resources are stretched and professional recognition of special educators is low, burnout may significantly compromise the quality of educational and therapeutic services provided to students with disabilities. Employing a descriptive survey design, the study samples one hundred and seventy special education teachers from government special schools across three geopolitical zones of Benue State. The Maslach Burnout Inventory and a Service Delivery Quality Rating Scale are administered. Correlation analysis and multiple regression are used to assess the relationship between burnout dimensions and service delivery indicators. The study also examines organisational factors, including class size, supervisor support, and access to professional development, as predictors of burnout. Findings are expected to demonstrate significant negative correlations between emotional exhaustion and all service delivery quality dimensions. Recommendations include establishing a special education teacher support programme, implementing manageable class size standards, and providing regular structured psychological supervision for teachers in Benue State. Keywords: teacher burnout, service delivery, special education, Benue State, professional wellbeing.