Date Approved
5-4-1999
Embargo Period
8-8-2016
Document Type
Thesis
Degree Name
M.A. in School Psychology
Department
Educational Services and Leadership
College
College of Education
Advisor
Klanderman, John
Committee Member 1
Dihoff, Roberta
Subject(s)
Inclusive education; Teachers--Job stress
Disciplines
Educational Psychology
Abstract
The purpose of this study was to determine whether or not the practice of inclusion had a significant effect on the stress levels of inclusion teachers. Forty-seven elementary school teachers were compared across various teacher demographics. The hypothesis stated that the stress levels of inclusion teachers would be higher than the stress levels of regular education teachers based on the belief that inclusion teachers have a heavier workload. In previous studies, a heavier workload has been shown to be significantly related to higher stress levels. The Occupational Stress Inventory was administered in two schools in Southern New Jersey in January 1999. Scores were statistically analyzed using one way ANOVA's and t tests. Results of this study indicated no significant differences when comparing the stress levels of inclusion teachers and non-inclusion teachers, however significant differences in stress levels were seen when teachers were compared by years of experience, age and level of education.
Recommended Citation
Robertson, Michelle Lynne, "Comparing the stress levels of inclusion teachers and non-inclusion teachers" (1999). Theses and Dissertations. 1877.
https://rdw.rowan.edu/etd/1877
