The Measurement of Stress Among Regular Classroom and Special Education Teachers

Abstract

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.

A national survey of burnout among school psychologists

“…The negative correlations between the MBI factors and age suggest that, as school psychologists become older, they may develop a variety of behavioral and attitudinal patterns that reduce the likelihood of burnout. This latter finding was contrary to the results of the Reiner and Hartshorne (1982) study, but was consistent with studies using teachers (Moracco, Danford, & D'Arienzo, 1982) and clinical psychologists (Farber & Heifetz, 1981) as subjects. The reasons for the differences are not clear, but may be related to the differences in the sample and in measures used to assess burnout.…”

Factors Related to Concentration Area Choice Among Undergraduate Special Education Majors

“…can ultimately affect career longevity and overall personal fulfillment (Moracco, Danford & D'Arienzo, 1982;Sarros & Sarros, 1987;Weber & Weber, 1989;Zabel & Zabel, 1982). The reasons for entering or staying in education have been well documented (Darling-Hammond, 1990;Feiman-Nemser & Floden, 1986;Lanier & Little, 1986;Lortie, 1975).…”

“…Teacher Candidate Instrumentation A data-based management system was used to search for pertinent literature that would guide development of an instrument in the areas of concentration area choice(Spence et al, 1985), career choices in education, special education job placement, and special education teacher job satisfaction factors that might be related to the choice of concentration area (Smith-Davis,Burke, & Noel, 1984;Moracco, Danford, & D'Arienzo, 1982;Weber …”