Examined on-the-job stress in relationship with need to use and frequency of use of over-the-counter (OTC) and prescription (P) drugs and alcohol (A), across five teacher samples (N=1,788). Results showed high stress frequencies were significantly related to the frequent use of OTC, P, and A substances. (Author/BH)

Analysis of scores of 365 special education teachers on the Teacher Stress Inventory Survey revealed that many exhibited frequent and strong indications of job related stress. Emotional as well as behavioral and physiological manifestations were ranked. Stress came from any sources and affected teachers to varying degrees. (CL)

Analysis indicated that each subscale of the Teacher Stress Inventory, developed to assess occupational stress in teachers of exceptional students, had moderate-to-high internal consistency reliabilities for both strength and frequency dimensions, moderate-to-high correlations between the strength and frequency measures on each factor, and a large…

This study reports the results of a state-wide (Connecticut) teacher stress survey conducted with 58 low-stress, 250 moderate-stress, and 57 high-stress special education teachers (total N = 365). Dependent variable ratings for the degree of intensity (How strong?) and the degree of frequency (How often?) of 38 emotional, behavioral, and…

Role, stress, and burnout of 379 special education teacher trainees and 36 first year teachers were examined. Results indicated that the majority of such problems were significntly interrelated, not all backgound variables predicted significant stress and burnout levels, and different levels of problems were observed at various stages of…

The study reported the results of a statewide teacher stress survey conducted with 365 full time special education teachers in Connecticut. Dependent variable ratings for the degree of intensity and the degree of frequency of 25 sources of teacher stress and burnout were examined. Of the 365 respondents, 58 were identified as low stress, 250 as…

Investigated internal consistency and split-half reliability of Teacher Stress Inventory (TSI) based on data provided by 3,478 teachers. Data indicated for both the strength and frequency dimensions that the TSI was highly reliable in terms of both its regular and short-form length, and that the two short forms were highly correlated with each…

The article presents results of a study on effects of peer and administrative support on stress reported by three samples of special education teachers (Ns = 365, 371, and 371). A majority of group comparisons indicated stronger and more frequent stress levels for nonrecipients of supervisory support than for recipients. (Author/CL)

The statewide (Connecticut) survey of 365 teachers of mentally retarded (MR) and nonretarded handicapped (non-MR) students indicated such results as that MR teachers reported stress source levels comparable to or less than levels of non-MR teachers, but reported stress manifestation levels comparable to or greater than those of non-MR teachers.…

Three samples (N=474; N=389; N=417) of special education and mainstream teachers were asked to complete the Teacher Stress Survey (TSS). Developed for the study, the TSS consisted of questions on personal and professional characteristics and on perceived teacher stress in terms of six factors: (1) professional distress, (2) discipline and…

Investigated the alternate-forms and alpha reliabilities of the Teacher Stress Inventory (TSI) based on the responses of two groups of 138 teachers. Demonstrated high stability and equivalence for the stress factors across immediate, one-day, one-week, and one-week intervals. Between-forms correlations were larger for the immediate than for the…

Ways special education teachers can cope with stress and obtain and provide social support to each other are discussed. A table lists 85 informal methods of teacher recognition provided by administrators. Six aspects of establishing and maintaining a professional support group are also offered. (DB)

This report describes a project which examined special education teacher stress and burnout during the trainee (N=358) and inexperienced teacher (N=357) periods. The project's two goals were: (1) documentation of the relationships among teacher background, preparation, organizational variables, and occupational stress and burnout variables through…

Analysis of teacher trainee performance ratings collected from special education teacher trainees (N=151), university supervisors (N=9), and cooperating teachers (N=44) revealed that all three groups perceived identical factors--instructional management, cognitive strategies instruction, and career/vocational education--as underlying the construct…