Identifying Stressors of Special Education Teachers: A Qualitative Phenomenological Approach
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2020
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Abstract
Teaching is a profound profession as it impacts the lives of future generations yet remains a profession which induces a great deal of stress. Many educators are ill-equipped to cope with the stressors of the job. In reviewing the literature, few studies can be found addressing the myriad causes of stress for teachers let alone for special education teachers. Some studies have determined there was a gap in evaluative research on stress interventions and improving employees’ well-being. A qualitative phenomenological study can fill the gaps in the literature by helping to identify stressors and effective coping strategies for special education teachers based on the experiences of special education teachers. The study could assist administrators and other policymakers and provide appropriate tools to support teachers in distress. Lazarus coping theory and transformational leadership theory helped guide and provide support for the study. The purpose of the qualitative phenomenological study was to understand the perceived causes of stress of special education teachers and identified supports to reduce stress levels as identified by special education teachers. The following were guiding questions for the study: How do special education teacher defined stress, what were the perceived causes of stress which impacted special education teachers, how do special education teachers sense the impact of stress in daily life, and how do special education teachers in suburban California schools cope with stress? Through in-depth virtual semi-structured interviews and a virtual focus group session, 15 suburban special education teachers answered the research questions. Special education teachers, administrators, and policymakers may benefit from the study as the aim was to minimize stressors by providing effective coping mechanisms to leaders.
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