PSYCHOLOGICAL STRESS AND VOCATIONAL ADJUSTMENT AMONG SPECIAL EDUCATION TEACHERS -A FIELD STUDY IN SOME PSYCHOPEDAGOGICAL CENTERS IN TIZI OUZOU

Abstract

The present study aims to shed light on the level of both psychological pressure and vocational adjustment in a sample of special education teachers in psychological pedagogical centers in Tizi Ouzou, in addition to exploring the significance of the relationship between psychological stress and vocational adjustment in this group. To this aim, we analyzed statistics on psychological stress and professional adjustment among special education teachers according to professional experience to determine whether there are any significant differences. Accordingly, the study followed the descriptive approach, by applying the psychological stress scale of Fakih Al-Eid (2013), and the vocational adjustment scale of Salah El-Din Farah Atallah (2009) after verifying their psychometric characteristics, on 45 male and female special education teachers randomly selected from five psychological centers located in Tizi Ouzou. The following conclusions were reached after gathering and evaluating the data using suitable statistical methods: ➔The level of psychological stress among special education teachers in the psychological and educational centers concerned with research in Tizi Ouzou is average. ➔The level of vocational adjustment among teachers of special education in the psychological and pedagogical centers concerned with research in Tizi Ouzou is high. ➔There is no correlation between psychological stress and vocational adjustment among special education teachers in psychological and educational centers concerned with research in the state of Tizi Ouzou. ➔There are no statistically significant differences in psychological stress among the teachers of special education in the psychological pedagogical centers concerned with research in the state of Tizi Ouzou, according to professional experience ➔There are no statistically significant differences in the professional compatibility between teachers of special education in the psychological and educational centers concerned with research in the state of Tizi Ouzou, according to professional experience. These findings were examined by analyzing the reality of the psychological pedagogical centers in which the study was conducted and the characteristics of its sample on the one hand, and using the research literature and the findings of its previous studies on the other hand, to reach a conclusion and offer a set of recommendations.