10 SES 04.5 PS, General Poster Session
General Poster Session
Teacher stress can be defined as experiencing negative emotions, which result from some of the aspects of teacher work (Kyriacou, 2001) therefore the question arises whether there is a difference in perceived stress between teachers working in regular educational institutions and those working in specialized educational institutions. Boujut, Dean, Grouselle and Cappe (2016) examined stress in teachers working with students with an autism spectrum disorder in regular schools and those working in specialized schools. It was found that perceived stress was significantly higher in the group of teachers who work in regular educational conditions than in the group of those who work in specialized institutions. Presumption is that this difference is due to the special education teachers from specialized institutions received, which in return serves them as some as a protective factor.
In a study of stress in teachers who work in specialized educational conditions it was found that teaching children with autism poses major stress to them, which was followed by teaching students with behavior difficulties, those with ADHD than those emotional difficulties. Speech-language difficulties were in eight place, and hearing impairments were in the last, tenth place (Kokkinos, & Davazoglou, 2009). Although working with children with hearing and/or speech-language difficulties is relatively low on list of stressful categories of children to teach, the assumption is that there will be difference in the perceived stress between teachers who work with children with those types of difficulties in different educational settings. Accordingly, the aim of this study is to compare levels of teacher stress in the group of teachers who work in regular educational institutions and in the group of those who work in the institution that provides special conditions for education. Three potential sources of teacher stress will be considered; those related to inappropriate behavior of students, need for professional recognition, and workload, as well as overall level of teacher stress. Predictive value of demographic and professional characteristics in each group of teachers will also be examined.
Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni Jr., A. J. (1995). A structural model oft he dimensions of teacher stress. British Journal of Educational Psychology, 65, 49-67. Boujut, E., Dean, A., Grouselle, A., & Cappe, E. (2016). Comparative study of teachers in regular schools and teachers in specialized schools in France, working with students with an autism spectrum disorder: Stress, social support, coping strategies and burnout. Journal of Autism and Developmental disorders, 46, 2874-2889. DOI:10.1007/s10803-016-2833-2 Dockrell, J., & Lindsay, G. (2001). Children with specific speech and language difficulties: The teachers’ perspectives . Oxford Review of Education, 27, 369-394. Dulčić, A., & Bakota, K. (2009). Views of elementary school teachers towards students with cochlear implants inclusion in the process of education, Collegium Antropologicum, 33, 495-501. Kokkinos, C. M., & Davazoglou, A. M. (2009). Special education teachers under stress: Evidence form a Greek national study. Educational psychology, 29, 407-424. http://dx.doi.org/10.1080/01443410902971492 Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27-35. http://dx.doi.org/10.1080/00131910120033628 Mikulandra, I., & Sorić, I. (2004). Skala za mjerenje izvora nastavničkog stresa. In A. Proroković, K. Lacković-Grgin, V. Ćubela Adorić, & Z. Penezić (Eds..), Zbirka psihologijskih skala i upitnika: svezak 2 (pp. 62-68.). Zadar: Sveučilište u Zadru. Sadler, J. (2005). Knowledge, attitudes and beliefs of the mainstream teachers of children with a preschool diagnosis of speech/language impairment. Child Language Teaching and Therapy, 21, 147-163.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
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