Abstract:
The present research investigated the level of stress, coping, burnout between
Regular School teachers and Special school teachers. It was hypothesized that special
needs teacher will significantly suffer from higher level of stress compared to regular
school teachers. There will be a significant difference in the level of stress between trained
and untrained teachers. There will be a significant difference in the level of stress between
experienced and inexperienced teachers. Teachers who tend to suffer from higher level of
stress will significantly suffer from burnout compared to teachers who suffer from lower
level of stress. Teachers who have good coping strategies will suffer from significantly less
stress compared to teachers with poor coping strategies. The sample of this study onsists of 78 teachers out of which 50 teachers belong to the regular schools and 28 belong to
special schools. To measure the variables the Teacher Stress Inventory was used to identify stress, Maslach Burnout Inventory (MBI) was used to measure burnout and Brief Cope manual was used to measure coping strategies. For statistical analysis, SPSS version 21 was used. Jhe results of the research study indicated that there are no significant differences in the stress level between the special education school teachers and regular school teachers with a t -0.89. On the other hand, the results identified the trained teachers had significant level of more stress as compare to novice teachers with (t= -0.224, p<
0.026). The results of the hypothesis indicated that there is a week negative relationship
between the experiences, burnout and stress with (t= -0.288, p< 0.013). As the teacher’s
experience increases in the field of education, it reduces the stress level of teachers.
However trained teacher’s stress level is higher as compared to novice school teachers. It
be concluded that teaching is a stressful :! can job therefore good coping strategies needs .
