The relationship between levels of occupational stress and coping behaviors of special education teachers handling children with mental retardation

• Main Author: Lu, Chin-Fen (Cathy)
• Format: text
• Language: English
• Published: Animo Repository 2002
• Subjects: Special education teachers; Mental retardation; Mentally ill children; Job stress; Coping behavior; Special Education and Teaching
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/2956
• Institution: De La Salle University

The study determines the relationship between levels of occupational stress and coping behaviors of special education teachers handling children with mental retardation. Utilizing the descriptive-correlational method, a researcher-made questionnaire was given to a total of 80 special education teachers. These teachers came from 5 public schools and 1 private school offering special education program for children with mental retardation. Results revealed that special education teachers perceived the different areas of work as professional inadequacies, school management, classroom/discipline management, workload/time pressure and work relationships as less stressful. Sub-areas as having inadequate instructional materials and accomplishing monthly reports are perceived as moderately stressful. The study likewise revealed many special education teachers' coping behaviors that divert or direct them to the sources of stress. These coping strategies include listening to music, watching TV, breathing exercise, physical exercise, taking a walk, playing with children/nieces/nephews, eating a balanced diet, engaging in a hobby or hobbies, talking to friends, talking to family members and spouse, managing time properly, clarifying values, organizing one's living/working space and re-ordering priorities. Further, it was found out that no relationship exists between levels of occupational stress and coping behaviors. This means that coping behaviors do not depend on occupational stress. In the light of the results, the researcher recommends that efforts must be exerted by the government, school administrators, and special education teachers in helping professionals address teachers' stress-related concerns.