Abstract
ABSTRACT There has been little research on the challenges facing special education teachers (SETs), since the COVID-19 pandemic. This study aimed to identify SETs predictors for stress and barriers to teaching effectiveness. Using a mixed methods cross-sectional design we sampled six public sector special needs institutes. A total of 205 quantitative surveys and 21 qualitative interviews were collected, respectively. Logistic bivariate regression results revealed seven factors predicting higher stress in SETs and qualitative themes further shed light on barriers to teacher efficacy. We conclude with key recommendations for the Special Education Sector and support for SETs, with implications for other developing regions. Abbreviations: SET: special edcation teachers; SSN: students with special needs
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