The purpose of the current study was to examine stress scores and coping styles of
mainstream and special education teachers. The Perceived Stress Scale (PSS) measured stress scores and the Brief COPE measured types of coping used by the teachers. The study employed a cross-sectional design with 80 participants chosen for a number of schools in Dublin. The results showed a non-significant difference between mainstream and special
education teachers for PSS. A Pearson's correlation showed a significant correlation between
behavioural disengagement and PSS for special education teachers. For mainstream teachers, substance use was the significant predictor for PSS in regression analysis. Overall, there was no significant difference in stress score for the mainstream and special education teachers but there was a difference in the type of coping style used during times of stress for each group.