Stress and Coping Strategies Used by Special Education and General Classroom Teachers

Autor/in	Kebbi, Marwa
Titel	Stress and Coping Strategies Used by Special Education and General Classroom Teachers
Quelle	In: International Journal of Special Education, 33 (2018) 1, S.34-61 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Coping; Stress Variables; Correlation; General Education; Special Education Teachers; Regular and Special Education Relationship; Foreign Countries; Questionnaires; Measures (Individuals); Teacher Attitudes; Statistical Analysis; Private Schools; Elementary School Teachers; Individualized Education Programs; Smoking; Eating Habits; Parent Teacher Cooperation; Physical Activities; Drug Therapy; Exercise; Goal Orientation; Interpersonal Communication; Lebanon + Suchen Sie Ihr Suchwort? Bewältigung; Korrelation; Allgemein bildendes Schulwesen; Allgemeinbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Ausland; Fragebogen; Messdaten; Lehrerverhalten; Statistische Analyse; Private school; Privatschule; Elementary school; Grundschule; Volksschule; Individualized education program; Individualisierendes Lernen; Rauchen; Ernährungsgewohnheit; Essgewohnheit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Übung; Zielorientierung; Zielvorstellung; Interpersonale Kommunikation; Libanon
Abstract	This research was undertaken to shed light on sources of stress, effects and coping strategies used by general (mainstream) classroom teachers and special education teachers. A total of 139 teachers, from eight private schools in Beirut, Lebanon, were selected to participate in a study using the Pullis Inventory of Teacher Stress (PITS). The teachers, 100 general classrooms and 39 special educators, were directly involved at one point in time in teaching students with special educational needs. The responses to the questionnaire items were analyzed using descriptive statistics and a correlation coefficient. Results showed that there was no significant difference between special education and general (and at times integrated) classroom teachers in relation to all sources and effects of stress. Moreover, Pearson's correlation coefficient (r) showed that most sources of stress had a weak-positive correlation with the coping strategies; yet most effects of stress had a weak-negative correlation with the coping strategies. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01