Abstract
Special education teachers (N = 185) were surveyed on the Teacher Stress Inventory (TSI) to determine the sources and manifestations of on the job stress for special education teachers. Time management, work-related stressors (i.e class size, paperwork, lesson plans), and fatigue were more significant sources and manifestations of stress for women than men. Special education teachers who taught in urban areas had higher stress scores when compared to teachers in suburban areas. Special education teachers on regular school sites showed a higher level of stress in the area of discipline and motivation when compared to teachers who taught on special school sites. Teachers of the severe students showed a higher stress level in the area of professional investment when compared to teachers of the non-severe. When correlations were made on the survey items for age, years taught, degree of administrative support and degree of peer support, significant correlations were found in several areas. It was concluded that the sources and manifestations of stress are effected by a variety of factors and that special education teachers do experience significant levels of stress in many areas. Implications of the results were discussed in terms of the need for school districts to develop stress management plans, address areas of concern with staff development activities and recognize the positive effects of administrative and peer support on special education teachers.