Abstract:
Background : Special School (SLB) teachers have an important role in educating students with special needs, but face a high workload that can cause stress, if prolonged stress will result in Burnout. Burnout is characterized by Emotional Exhaustion, Depersonalization and Decreased Personal Achievement due to work pressure. Objective : This study aims to determine the Relationship between Knowledge of Stress Management and Teacher Burnout Levels at Ciamis State Special Schools (SLB) in 2025. Method : This study is a type of descriptive quantitative correlational study using a cross-sectional approach. The sampling technique used was total sampling with 63 respondents. The data collection technique used a stress management knowledge questionnaire and the maslach burnout inventory (MBI-ES). The data analysis technique used the Spearman Rank statistical test. Research Results: This study shows a very strong negative relationship between stress management knowledge and teacher burnout levels at the Ciamis State Special Needs School (SLB) in 2025, with a p-value of 0.000 (p < 0.05). This relationship is strengthened by a correlation value of -0.971, which is included in the very strong category (0.80-1.00). Recommendations : The need for stress management education and training programs for SLB teachers to prevent burnout and support mental health and teaching quality
