ERIC Number: ED414659
Record Type: Non-Journal
Publication Date: 1997-Aug
Reference Count: N/A
Coping with Stress in the Special Education Classroom: Can Individual Teachers More Effectively Manage Stress?. ERIC Digest #E545.
This digest discusses why special education teachers may become stressed by role overload and lack of autonomy, and presents strategies for successfully managing stresses related to teaching. Strategies include: (1) setting realistic expectations; (2) making distinctions between job and personal life; (3) finding ways to exercise professional discretion and increase autonomy by evaluating each aspect of the job and determining changes to improve the environment that can be reasonably made; (4) not expecting praise from the boss and looking for alternative sources of reinforcement, such as students, colleagues friends, or parents; (5) increasing efficacy by keeping records of student progress to receive direct feedback on efforts; and (6) developing personal coping strategies, particularly active coping strategies. The digest highlights direct active coping strategies, including changing the source of the stress, confronting the source of the stress, and adopting a positive attitude. Indirect strategies that rely on activities known to reduce stress are also discussed, including talking about the source of stress, changing the way the source of the stress is perceived, getting involved in activities that are unrelated to school issues, and altering diet to reduce stress. (Contains 14 references.) (CR)
Descriptors: Coping, Disabilities, Elementary Secondary Education, Expectation, Professional Autonomy, Self Efficacy, Special Education, Special Education Teachers, Stress Management, Teaching Conditions, Work Attitudes
ERIC Clearinghouse on Disabilities and Gifted Education, The Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589; toll-free telephone: 800-328-0272; fax: 703-620-2521.
Publication Type: Guides - Non-Classroom; ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Disabilities and Gifted Education, Reston, VA.