Stressors, coping strategies, support and job-satisfaction of special education teachers in the new normal set up

This study examined the stressors, coping strategies, support systems, and job satisfaction of special education teachers in the new normal setup. Using a descriptive-correlational research design, data were collected through survey-questionnaires from 31 special education teachers in both public and private schools in the Philippines. Results revealed that the most common stressors were taking home school work, feeling tense at work, and being overworked. The top coping strategies employed included connecting with supportive administrators, getting proper rest and sleep, eating out, rebalancing work and home life, and managing time effectively. Respondents reported strong support from administrators, such as availability for help, encouragement for professional growth, constructive feedback, and a friendly working atmosphere. Consequently, job satisfaction was high, primarily due to the perceived importance and challenge of their position, adequate salary and benefits, manageable class sizes, and the availability of assistance in handling misbehaving students. The study concludes that while stress is prevalent among special education teachers, strong administrative support and effective coping mechanisms contribute significantly to maintaining high job satisfaction. Findings underscore the importance of institutional programs and policies that reduce stressors, strengthen support systems, and promote teacher well-being in the post-pandemic educational landscape.