The purpose of this study was to determine the factorial validity of the Teacher Occupational Stress Factor Questionnaire (Clark,1980). Factors interpreted emerged from use of a principal components factor analysis rotated to oblique solutions. The results of this study provided partial support for the construct validity of the instrument. However, item rearrangement resulted in changing the composition of three of the five factors of the original instrument. The new arrangement was thought to provide data for investigating teacher stress. Factors were renamed in light of the findings.

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The purpose of this study was to compare the levels of occupational stress between regular and special education teachers. Also, symptoms of stress for both groups of teachers were compared, as were the strategies used by each group to reduce the effects of stress in teaching. Results indicated that special education teachers perceive less stress from teaching than regular classroom teachers. There were very small differences beween the two groups in symptoms of stress and strategies used to reduce the effects of stress. Both groups seem about equally disposed to use appropriate strategies for reducing stress. There was no difference between the two groups when they were assessed about becoming teachers again if they had their lives to live over again. One explanation for the differences on perceptions of stress is that special education teachers have training procedures prepare them for stress in teaching. Also, classes in special cation are generally smaller and more resources are availa special education teachers. Still another explanation is that cial education teachers have a similar set of characteristic insulate them from some effects of stress.