Factors that contribute to stress as reported by teachers of deaf students at residential schools.
Many teachers of deaf students report that they experience high levels of stress related to their work. In this paper, we report the results of research implemented to search for different responses to items possibly indicative of stress, as reported by residential school teachers who follow two different communication philosophies: an oral approach and the Total Communication approach. Data were collected using a survey instrument developed by the researchers in this study, which was completed by 31 teachers following an oral approach and 93 following the Total Communication approach. Teachers also completed a second, standardized instrument. Results indicated that the two groups did not differ significantly in their total responses to the instrument developed by the researchers in the present study. However, they did differ on 2 of 10 possible stress factors: institutional provision of technical and personnel assistance and agreement with communication methodology. Future directions for research are included.
McNeill
J H
JH
Department of Special Education, University of Illinois at Urbana-Champaign.
Jordan
L J
LJ
D000124:Achievement; D003638:Deafness; D004519:Education, Special / Q000639:trends; D005260:Female; D006801:Humans; D008297:Male; D012574:Schools; D013315:Stress, Psychological / Q000175:diagnosis / Q000209:etiology*; D013334:Students; D011795:Surveys and Questionnaires; D013663:Teaching; D014937:Work; D000078329:Workforce