ERIC Number: ED244486
Record Type: RIE
Publication Date: 1982
Reference Count: 0
An Analysis of the Relationship among Personal and Professional Variables and Perceived Stress of Mainstream and Special Education Teachers. Final Report.
Cherkes, Miriam; Fimian, Michael J.
Three samples (N=474; N=389; N=417) of special education and mainstream teachers were asked to complete the Teacher Stress Survey (TSS). Developed for the study, the TSS consisted of questions on personal and professional characteristics and on perceived teacher stress in terms of six factors: (1) professional distress, (2) discipline and motivation, (3) emotional manifestations, (4) behavioral manifestations, (5) physiological manifestations, and (6) fatigue manifestations. Thirty project activities related to the development, implementation, and field testing of the TSS. Results of the TSS were analyzed by testing nine null hypotheses. Twenty-seven findings were made, among them that special education teachers of handicapped or handicapped and nonhandicapped students experienced significantly stronger professional distress than did mainstream teachers of either nonhandicapped or both handicapped and nonhandicapped students and that special education and mainstream teachers, when grouped according to grade level, student type, and classroom type, did not differ in perceptions of the frequency of teacher stress. Implications for future research on such topics as identification of individual needs and resources and the selection and implementation of change strategies are described. (CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Connecticut Univ., Storrs.