The relationship between levels of occupational stress and coping behaviors of special education teachers handling children with mental retardation
Date of Publication
2002
Document Type
Master's Thesis
Degree Name
Master of Arts in Education Major in Special Education
Subject Categories
Special Education and Teaching
College
Br. Andrew Gonzalez FSC College of Education
Department/Unit
Educational Leadership and Management
Thesis Adviser
Lilia S. Bautista
Defense Panel Chair
Emelita F. Arevalo
Defense Panel Member
Barbara David
Dena Culaba
Abstract/Summary
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.
Abstract Format
html
Language
English
Format
Accession Number
TG03355
Shelf Location
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
Physical Description
120 leaves ; 28 cm.
Keywords
Special education teachers; Mental retardation; Mentally ill children; Job stress; Coping behavior
Recommended Citation
Lu, C. (2002). The relationship between levels of occupational stress and coping behaviors of special education teachers handling children with mental retardation. Retrieved from https://animorepository.dlsu.edu.ph/etd_masteral/2956