The Influence of Stress and Burnout on The Efficiency of Special Education Teachers in Kwara State School For Special Needs.

Teaching is a profession that comes with a lot of mental and physical stressors which usually determine the effectiveness of teachers especially special education teachers. This study investigated the influence of stress and burnout on the efficiency of special education teachers in Kwara state School for Special needs. Descriptive survey research design was used, two specific purposes and two hypotheses guided the study. Stratified random sampling was used to select 20 teachers from the school. A self-structured questionnaire was used to elicit responses from the respondents, the instrument was validated by experts in the field of special education. To ascertain the reliability of the instrument, the instrument was pilot tested and Cronbach’s Alpha was used to test the reliability coefficient which yielded 0.70. The data collected was analyzed using descriptive statistics to summarize means and standard deviations, and inferential statistics, including Pearson’s correlation coefficient, to test the hypotheses and examine the relationships between stress, burnout and teacher efficiency. The results indicated that stress has a moderate but noticeable impact on various aspects of job efficiency, including lesson planning, productivity, classroom management, and communication and burnout significantly impacts teachers’ effectiveness, enthusiasm, creativity, and overall job satisfaction. Based on the findings, it was recommended that