Stress and its coping strategies among special education and regular classroom teachers who are teaching students with special educational needs (Record no. 20428)

MARC details
000 -LEADER
fixed length control field 03413nam a2200265Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Kebbi, Marwa Rachid
Miscellaneous information Master Educational Psychology
245 10 - TITLE STATEMENT
Title Stress and its coping strategies among special education and regular classroom teachers who are teaching students with special educational needs
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2015
300 ## - PHYSICAL DESCRIPTION
Extent 116 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. This research sheds light on sources of stress, effects and its coping strategies: on one hand, among regular classroom teachers and on the other hand among special education teachers who teach students having special educational needs. The purpose of this research study was threefold: (a) to identify the main causes behind stress and its effects on both, regular and special educators teaching students having different learning disabilities; (b) to identify the main coping strategies that help decrease teachers’ stress; and (c) to examine the correlation between stress sources and effects and utilized coping strategies among regular and special education teachers. This research uses mainly quantitative survey design, and a small qualitative part. A total of 139 teachers, belonging to eight private schools in Beirut, Lebanon, were selected to participate in this questionnaire. The teachers, 100 regular classroom teachers and 39 special educators, were directly involved at one point in time in teaching students with special educational needs. The responses to the questionnaire items were analyzed using descriptive statistics and correlational coefficient. The outcome of survey showed that there was no significant difference between special and regular classroom teachers in all sources and effects of stress. It was noticed that that there were no specific sources of stress that are extremely stressful for regular and special educators; yet, five out of thirty causes of stress are mildly stressful, and the rest of sources are moderately stressful. Furthermore, there were no specific effects of stress that occur very frequently or almost; yet eight of the listed effects occur infrequently, and ten effects occur frequently. Moreover, there were three mildly effective coping strategies, five moderately effective and seven extremely effective coping strategies. Finally, Pearson’s correlation coefficient (r), showed that most sources of stress has weak positive correlation with the coping strategies; yet most of effects of stress has weak negative correlation with the coping strategies.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Anxiété & Stress
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Anxiety & Stress Special education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Children with special needs
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Education spécialisée
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enfants avec des besoins spéciaux
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element القلق والتوتر التربية المختصة
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element ذوو الاحتياجات الخاصة
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/1%2C316%2C316%2CB/frameset&FF=X%28education+and+depart">http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/1%2C316%2C316%2CB/frameset&FF=X%28education+and+depart</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

No items available.