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    Inclusive education: effects on teacher stress related to self-efficacy, life orientation, education level and student volumes

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    hdip_clooney_l_2013.pdf (478.3Kb)
    Author
    Clooney, Leanne
    Date
    2013
    Degree
    Higher Diploma in Arts in Psychology
    URI
    http://hdl.handle.net/10788/1632
    Publisher
    Dublin Business School
    Rights holder
    http://esource.dbs.ie/copyright
    Rights
    Items in Esource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder.
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    Abstract
    The purpose of this study was to investigate if there was a difference in the stress levels of teachers that teach an inclusive classroom (the target group) in comparison to teachers that do not (the control group). In so doing a number of other variables were examined for significant relationships with the stress experienced by teachers of an inclusive classroom, including the teachers' perceived self-efficacy, life orientation, education level taught and the number of special needs students in the classroom. A survey method was used on a convenience sample from 5 schools, 150 questionnaires were distributed but only 73 responses were received. Results indicated no significant difference in the stress levels between the two groups however a significant relationship was found between teacher stress and perceived self-efficacy (r(49)=-.401, p=.004). Implications for teaching resources and further professional development issues are discussed within. Author keywords: stress, teachers, self-efficacy, life orientation, inclusive education
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