Work-Related Stress among Educators of Disabilities from Their Perspective and Its Relationship to Certain Variables

Background/purpose. This study aims to identify the level of work-related stress among educators of disabilities from their own perspectives. Students with disabilities are among the groups most in need of education, so it is essential to find teachers with advanced psychological and professional characteristics. Hence, the subject of this research focuses on the problem of widespread work stress among them. Because they work in environments that place significant pressure on their psychological, social, and physical health, this study sought to determine the level of stress they experience. Materials/methods. A descriptive approach was employed in this study, which included a purposive sample of 71 male and female teachers who teach students with disabilities. The researcher developed a questionnaire consisting of 23 items to collect data. Consistency and reliability were found to be consistent with the study objectives. Results. The level of work-related stress among educators of disabilities indicates a high level of stress. The results also showed no statistically significant differences at the α = 0.05 significance level, based on the type of institution and educational qualifications. Conclusion. The study concluded that educators of disabilities experience stress at work, from their perspective. This appears to be consistent with the nature of the work these teachers perform, the groups they work with, and their limited capabilities and potential, which are further compounded by the demands of continuous and exhausting work.