Abstract
Background: The teachers of learners with special needs are confronted with higher demands, enormous challenges and low reward or motivation. Hence, stress among the teachers is inevitable with a resultant effect on behavioural and learning outcomes of learners with special needs. Unfortunately, factors that contribute to perceived stress among teachers of learners with special needs, particularly in Southwest Nigeria, are yet to be established. Objective: To establish the relationship of some personal and environment-related factors as determinants of stress among teachers of learners with special needs. Methods: A total of 118 participants were randomly selected from special schools in South west Nigeria. A descriptive survey of both a quantitative and qualitative research design was adopted. Based on the person-environment fit theory, four research questions were raised and answered. A structured questionnaire and semi-structured interview were used for data collection. Quantitative data were analysed with descriptive statistics and inferential statistics at a 0.05 level of significance, while qualitative data were thematically analysed. Results: The study found a significant positive relationship between the student-teacher relationship and perceived stress and an inverse relationship of work experience and work motivation with perceived stress among the participants. An unfavourable working environment and lack of motivation were identified by the participants as major sources of stress. Conclusion: The study concluded that work environment-related factors triggered stress among teachers of learners with special needs.
Highlights
Learners with special needs represent a heterogeneous group of individuals with diverse needs
With regard to this research question, analysis with the Pearson Product Moment Correlation coefficient at a 0.05 level of significance revealed that work experience (r = -0.268, p < 0.05) and work motivation (r = -0.685, p < 0.05) had an inverse relationship with perceived stress among the teachers of learners with special needs
The implication of these findings was that participants with fewer years of work experience with learners with special needs tended to be more stressed on the job
Summary
Learners with special needs represent a heterogeneous group of individuals with diverse needs They are those who may be living with physical, cognitive or sensory disabilities, which may either be congenital or acquired. Teachers, irrespective of their school type (privately or publicly owned schools), are at the centre of educational provision to learners with special needs. They extensively strive to implement the curricula using appropriate teaching strategies that respond to the behavioural, cognitive and learning abilities of each learner irrespective of their disabilities. Stress among the teachers is inevitable with a resultant effect on behavioural and learning outcomes of learners with special needs. Factors that contribute to perceived stress among teachers of learners with special needs, in Southwest Nigeria, are yet to be established
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