Comparing Special Education and General Education Teachers' Stress, Job Demands, and Resources during COVID-19
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| Title: | Comparing Special Education and General Education Teachers' Stress, Job Demands, and Resources during COVID-19 |
|---|---|
| Language: | English |
| Authors: | Aaron Leo (ORCID |
| Source: | Current Issues in Education. 2025 26(2). |
| Availability: | Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: cie@asu.edu; Web site: https://cie.asu.edu/ojs/index.php/cieatasu |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Special Education Teachers, Teachers, Teaching Conditions, COVID-19, Pandemics, Stress Variables, Teacher Responsibility, Resources, Barriers, Teacher Attitudes, Intention, Family Work Relationship |
| Geographic Terms: | New York |
| DOI: | 10.14507/cie.vol26iss2.2241 |
| ISSN: | 1099-839X |
| Abstract: | Recent scholarship has demonstrated the negative impacts of the pandemic on educators. However, it is less clear whether special education teachers (SETs) incurred more severe effects. This mixed-method study draws on a survey of 419 teachers from 38 schools in New York State to identify differential impacts of the pandemic on SETs. Our analysis found that SETs reported lower levels of stress compared to general education teachers and perceived that greater supports were available to them. Open-ended responses provided a space for SETs to describe the experience of teaching during the pandemic and identify particular stressors and challenges they faced. These findings hold important implications for the SET workforce as stress is a major factor linked to the educator shortages facing many schools. Ensuring that SETs are supported and retained is critical to ensuring the needs of students receiving special education services are being met in the post-pandemic era. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1490009 |
| Database: | ERIC |
| Abstract: | Recent scholarship has demonstrated the negative impacts of the pandemic on educators. However, it is less clear whether special education teachers (SETs) incurred more severe effects. This mixed-method study draws on a survey of 419 teachers from 38 schools in New York State to identify differential impacts of the pandemic on SETs. Our analysis found that SETs reported lower levels of stress compared to general education teachers and perceived that greater supports were available to them. Open-ended responses provided a space for SETs to describe the experience of teaching during the pandemic and identify particular stressors and challenges they faced. These findings hold important implications for the SET workforce as stress is a major factor linked to the educator shortages facing many schools. Ensuring that SETs are supported and retained is critical to ensuring the needs of students receiving special education services are being met in the post-pandemic era. |
|---|---|
| ISSN: | 1099-839X |
| DOI: | 10.14507/cie.vol26iss2.2241 |
