Perceived Stress of Special Education Teachers in the Context of the Person-environment Relationship
Olufemi Timothy Adigun1, *, Faizat Anike Tijani2, Dumisani R. Nzima3, R Vivekanantharasa4
Teachers of learners with special needs are confronted with higher demands, enormous challenges and low reward or motivation. Hence, stress among the teachers is inevitable with a resultant effect on behavioural and learning outcomes of learners with special needs. Unfortunately, factors that contribute to perceived stress among teachers of learners with special needs particularly in South west Nigeria is yet to be established.
To establish the relationship with of some personal and environment-related factors as determinants of stress among teachers of learners with special needs.
A total of 118 participants were randomly selected from special schools in south west Nigeria. A descriptive survey of both a quantitative and qualitative research design was adopted. Based on the person-environment P-E fit theory, four research questions were raised and answered. A structured questionnaire and semi-structured interview were used for data collection. Quantitative data were analysed with descriptive statistics and with inferential statistics at 0.05 level of significance, while qualitative data were thematically analysed.
Results and Discussion:
The study found a significant positive relationship between the student-teacher relationship and perceived stress, and an inverse relationship between work experience and work motivation with perceived stress among the participants. An unfavourable working environment and lack of motivation were identified by the participants as major sources of stress.
The study concluded that work environment-related factors triggered stress among teachers of learners with special needs.
* Address correspondence to this author at the Department of Educational Psychology and Special, Education, University of Zululand, KwaDlangezwa, South Africa; E-mail: email@example.com