Special Education Teacher Stress: Coping Strategies

Little is known about stress perception and perceived coping mechanisms used by special educators. This article presents a study with 211 special educators to determine how they deal with stress. Participants completed a survey reporting stressors and coping skills. Special educators reported stress...

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Bibliographic Details
Published in:Education & treatment of children 2018-11, Vol.41 (4), p.457-482
Main Authors: Cancio, Edward J., Larsen, Ross, Mathur, Sarup R., Estes, Mary Bailey, Johns, Bev, Chang, Mei
Format: Article
Language:English
Subjects:
Administrative support
Administrator Role
Beginning Teachers
Behavior disorders
Burnout
Care and treatment
Careers
Collaboration
Coping
Coping (Psychology)
Educational Environment
Elementary School Teachers
Employment
Health aspects
Job satisfaction
Job Security
Job stress
Learner Engagement
Methods
Occupational stress
Professional relationships
Psychological aspects
Psychologists
Role Conflict
Secondary School Teachers
Shortages
Special education
Special Education Teachers
Stress
Stress Management
Stress Variables
Student Behavior
Student participation
Teacher Attitudes
Teacher Burnout
Teacher Responsibility
Teacher retention
Teachers of disabled children
Teaching
Teaching Conditions
Working conditions
Workloads
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Summary:Little is known about stress perception and perceived coping mechanisms used by special educators. This article presents a study with 211 special educators to determine how they deal with stress. Participants completed a survey reporting stressors and coping skills. Special educators reported stress in their positions. Increased caseloads, multiple roles, pressures for student achievement, student behavior, and worries about the existence of their positions can cause this stress. In general, the findings indicate that special educators experience work-related stress that interferes with their quality of work. Most special educators employ adaptive strategies in dealing with stress. In addition to presenting the study results, this article presents implications for school administrators and teacher educators that can increase special educators’ understanding about job stress and its relationship with work manageability.
ISSN:0748-8491
1934-8924
1934-8924
DOI:10.1353/etc.2018.0025