Abstract & Overview
Introduction: Teachers of children with autism encounter numerous physical and mental challenges, yet many choose to approach their work with compassion. This compassionate approach, while essential, presents significant difficulties. This study aimed to explore the outcomes of compassion on teachers of children with autism.Methods: This study was conducted using conventional content analysis on 18 teachers working with children with autism in centers affiliated with welfare and education organizations in Kerman, Iran. Data were collected through in-depth semi-structured interviews with participants who were selected via purposive sampling until saturation was achieved. The collected data were analyzed using the conventional content analysis method proposed by Graneheim and Lundman with MaxQDA software (version 10).Results: Data analysis led to the identification of two central themes including desperation in an influx of challenges and personal growth amidst adversity. The first central theme was further divided into five main themes including negative mental reflections, a sense of living within physical limitations, negative job consequences, self-depreciation, and inadequate adaptation. The second central theme was categorized into two main themes including enhanced capabilities and spiritual development.Conclusion: The educational journey, marked by ups and downs, has left many teachers feeling helpless and experiencing compassion fatigue. The results of this study highlighted the complex consequences of teaching children with autism, suggesting that education managers should improve the quality of teaching as well as the psychological well-being of teachers by providing them with targeted training and support initiatives.