A difference in stress scores and coping styles: mainstream and special education teachers in Dublin primary schools
No Thumbnail Available
BA in Psychology
Dublin Business School
Items in Esource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder.
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.