Special education teachers under stress: evidence from a Greek national study
Special education teachers under stress: evidence from a Greek national study
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DOI：
10.1080/01443410902971492
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发表时间：
2009-01-01
影响因子：
3.2
通讯作者：
Davazoglou, Aggeliki M.
中科院分区：
文献类型：
--
作者：
Kokkinos, Constantinos M.;Davazoglou, Aggeliki M.
本研究探讨了373希腊特殊教育教师的国家样本的工作压力的来源，使用自我报告问卷评估工作压力，其感知的来源，其人口和专业特征。虽然参与者普遍认为他们的工作压力不大，但他们对有关特殊需要儿童的问题感到压力，如儿童的进步，安全和社会发展。超过一半的教师表示，教育自闭症儿童对他们造成了重大压力，其次是教育行为和情绪困难的学生。回归分析显示，特殊教育课程的实施是最重要的预测工作压力，其次是社会和学业进步的儿童。讨论了这些发现对在职和职前教师准备、支持和提高工作压力意识的影响。
The present study examines the sources of job stress in a national sample of 373 Greek special education teachers, using a self-report questionnaire assessing job stress, its perceived sources, and its demographic and professional characteristics. Although the participants in general considered their job moderately stressful, they felt stressed by issues concerning the special needs child, such as the child's progress, safety, and social development. More than half of the teachers indicated that teaching children with autism poses major stress to them, followed by teaching students with behavioural and emotional difficulties. Regression analysis showed that the implementation of the special educational curriculum was the most important predictor of job stress, followed by the social and academic progress of children. The implications of these findings for in-service and pre-service teacher preparation, support, and awareness-raising regarding job stress are discussed.