Abstract
This meta-analysis examined the relationship between job satisfaction and occupational burnout among special education personnel, including special education teachers and related professionals working in special education settings. Following PRISMA 2020 guidelines, a comprehensive search was conducted across Google Scholar, ERIC, PubMed, Scopus, Web of Science, Dergipark and the YÖK Thesis Database. Eighteen quantitative studies (k = 18), published between 2014 and 2025, met the inclusion criteria. Only studies reporting Pearson correlation coefficients were included. Effect sizes were calculated using R software with the metafor package, and a random-effects model was applied. Results revealed a moderate and statistically significant negative association between job satisfaction and burnout (r = −0.344, p < 0.001), indicating that higher burnout levels are associated with lower job satisfaction. Considerable heterogeneity was observed (I
2 = 97.39%), suggesting substantial variability across studies. Publication bias analyses indicated no significant asymmetry. These findings underscore the importance of organizational and psychological interventions aimed at improving working conditions and supporting the well-being of special education personnel. Implications for future research and practice are discussed, with particular attention to contextual moderators, workforce support strategies and the development of sustainable interventions in special education settings.