The stress teachers endure in teaching is becoming a topic of wide interest and concern among educators. This study attempted to compare stress felt by special educators and regular educators as measured by the Wilson Stress Profile for Teachers. It further compared the stress reported by high school, junior high school, and elementary school teachers as measured by the Wilson Stress Profile for Teachers.
Stress level scores were compared to determine if a significant difference existed in the following categories: Student Behavior; Employee/Administrator Relations; Parent/Teacher Relations; Time Management; and the compiled Overal1 Stress Score of all nine categories addressed on the Wilson Stress Profile for Teachers.
The findings Indicated that there was no significant difference between special educators and regular educators in the areas of Student Behavior; Employee/Administrator Relations; Parent/Teacher Relations; or the Overal1 Stress Score. In the area of Time Management a significant difference at the .05 level was determined.
High school, junior high school, and elementary school teachers showed no significant difference in the following areas: Student Behavior; Time Management; and Overall Stress Score. Significant differences at the .05 level were computed in the areas of Employee/Administrator Relations and Parent/Teacher Relations.
Although a number of authors have contributed Ideas and suggestions on how teachers can cope with and reduce teaching stress, until definitive research is accomplished to identify stress factors, it will be impossible to adequately address this concern and explore its prevention.
","abstract_html":"<p>The stress teachers endure in teaching is becoming a topic of wide interest and concern among educators. This study attempted to compare stress felt by special educators and regular educators as measured by the Wilson Stress Profile for Teachers. It further compared the stress reported by high school, junior high school, and elementary school teachers as measured by the Wilson Stress Profile for Teachers.</p> <p>Stress level scores were compared to determine if a significant difference existed in the following categories: Student Behavior; Employee/Administrator Relations; Parent/Teacher Relations; Time Management; and the compiled Overal1 Stress Score of all nine categories addressed on the Wilson Stress Profile for Teachers.</p> <p>The findings Indicated that there was no significant difference between special educators and regular educators in the areas of Student Behavior; Employee/Administrator Relations; Parent/Teacher Relations; or the Overal1 Stress Score. In the area of Time Management a significant difference at the .05 level was determined.</p> <p>High school, junior high school, and elementary school teachers showed no significant difference in the following areas: Student Behavior; Time Management; and Overall Stress Score. Significant differences at the .05 level were computed in the areas of Employee/Administrator Relations and Parent/Teacher Relations.</p> <p>Although a number of authors have contributed Ideas and suggestions on how teachers can cope with and reduce teaching stress, until definitive research is accomplished to identify stress factors, it will be impossible to adequately address this concern and explore its prevention.</p>","abstract_has_math":false,"creators":["Mitchell, Angela P."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Joseph George","Dr. Carolyn M. Cartledge","Dr. Thomas Wentland"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1987,"date_issued":"1987-01-01T08:00:00Z","date_published":"1987-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["Teachers","Stress","Wilson Stress Profile for Teachers","Stress Factors","Time Management","Educational Assessment, Evaluation, and Research","Educational Psychology"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/686","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Joseph George","Dr. Carolyn M. Cartledge","Dr. Thomas Wentland"]},{"key":"dc:creator","label":"Author","values":["Mitchell, Angela P."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teachers","Stress","Wilson Stress Profile for Teachers","Stress Factors","Time Management","Educational Assessment, Evaluation, and Research","Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/686"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The stress teachers endure in teaching is becoming a topic of wide interest and concern among educators. This study attempted to compare stress felt by special educators and regular educators as measured by the Wilson Stress Profile for Teachers. It further compared the stress reported by high school, junior high school, and elementary school teachers as measured by the Wilson Stress Profile for Teachers.
Stress level scores were compared to determine if a significant difference existed in the following categories: Student Behavior; Employee/Administrator Relations; Parent/Teacher Relations; Time Management; and the compiled Overal1 Stress Score of all nine categories addressed on the Wilson Stress Profile for Teachers.
The findings Indicated that there was no significant difference between special educators and regular educators in the areas of Student Behavior; Employee/Administrator Relations; Parent/Teacher Relations; or the Overal1 Stress Score. In the area of Time Management a significant difference at the .05 level was determined.
High school, junior high school, and elementary school teachers showed no significant difference in the following areas: Student Behavior; Time Management; and Overall Stress Score. Significant differences at the .05 level were computed in the areas of Employee/Administrator Relations and Parent/Teacher Relations.
Although a number of authors have contributed Ideas and suggestions on how teachers can cope with and reduce teaching stress, until definitive research is accomplished to identify stress factors, it will be impossible to adequately address this concern and explore its prevention.
"]},{"key":"dc:title","label":"Title","values":["Stress in Education: Comparing Stress Levels in Professional Educators"]}]}],"canonical_facts":{"dc:contributor":["Dr. Joseph George","Dr. Carolyn M. Cartledge","Dr. Thomas Wentland"],"dc:creator":["Mitchell, Angela P."],"dc:description.abstract":["The stress teachers endure in teaching is becoming a topic of wide interest and concern among educators. This study attempted to compare stress felt by special educators and regular educators as measured by the Wilson Stress Profile for Teachers. It further compared the stress reported by high school, junior high school, and elementary school teachers as measured by the Wilson Stress Profile for Teachers.
Stress level scores were compared to determine if a significant difference existed in the following categories: Student Behavior; Employee/Administrator Relations; Parent/Teacher Relations; Time Management; and the compiled Overal1 Stress Score of all nine categories addressed on the Wilson Stress Profile for Teachers.
The findings Indicated that there was no significant difference between special educators and regular educators in the areas of Student Behavior; Employee/Administrator Relations; Parent/Teacher Relations; or the Overal1 Stress Score. In the area of Time Management a significant difference at the .05 level was determined.
High school, junior high school, and elementary school teachers showed no significant difference in the following areas: Student Behavior; Time Management; and Overall Stress Score. Significant differences at the .05 level were computed in the areas of Employee/Administrator Relations and Parent/Teacher Relations.
Although a number of authors have contributed Ideas and suggestions on how teachers can cope with and reduce teaching stress, until definitive research is accomplished to identify stress factors, it will be impossible to adequately address this concern and explore its prevention.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/686"],"dc:language":["English"],"dc:subject":["Teachers","Stress","Wilson Stress Profile for Teachers","Stress Factors","Time Management","Educational Assessment, Evaluation, and Research","Educational Psychology"],"dc:title":["Stress in Education: Comparing Stress Levels in Professional Educators"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:25Z"}