Discipline: Education
This study determined the level of work-related stress and coping mechanisms of special education teachers. The study made use of the descriptive–correlational research design. This study was conducted at the School for the Deaf and Blind in Pasay City, Philippines. Fifty special educators were the respondents of the study for the school year 2021-2022. Descriptive statistics was utilized in the treatment of data gathered. Based on assessment majority of the indicators cause work-related stress experienced by special education teachers in teaching SPED. Special education class is demanding. Moreover, teachers have remained static in terms of job advancement owing to a lack of possibilities, which causes them to worry. The environment in which these teacher-respondents work was not conducive. Also, there is a high extent of coping strategies that help reduce the level of stress of teachers. Furthermore, the level of work-related stress has no significant effect on the coping mechanisms employed by the teacher-respondents. In conclusion, most indicators contributed to the work-related stress experienced by special education instructors when teaching SPED. A wide range of coping practices is also available to assist instructors in managing their stress levels. Furthermore, job-related stress does not influence teacher respondents coping techniques. Moreover, the school should consider stress management training quarterly or annually. Also, a comparative investigation with a larger scope and the inclusion of other variables not included in the study that might potentially alter the outcome is required.
ISSN 2960-365X (Online)
ISSN 2945-4603 (Print)
Philippine E-Journals
