The purpose of this survey is to grasp the Korean special school teachers´ stress degrees in the real educational fields, and to compare the different stress degrees by the teaching responsibilities, by sex, by age, by the careers of special teaching profession, by his or her assiduity, by the academic careers and teacher-qualification, and by the reasons of stress.
To perform this survey, the writer analysed the answer sheets of the questionnairs returned by 766 special school teachers throughout the country.
The results of the analysis are as follows:
First, the mean value of stress by the whole teachers was shown as endurable, and there was no difference among stress levels by the teaching responsibilities. As for the ratio of teachers confronted with the dangerous level of stress, the teachers taking charge of mentally retarded students occupied the highest ratio, and those charging of visually handicapped students, the lowest.
Second, the comparison by age didn´t result in any difference, but in the relation of age to the teaching responsibilities there appeared meaningful differences. That is in the case of the teachers charging of mentally retarded students, it revealed that the older they were, the more stress they suffered. In the case of the teachers charging of visually handicapped students, the tendency was opposite. The comparison by the special teaching profession careers, there showed no difference in the- stress degree. The comparision by theachers´ assiduity showed that the stress by the teachers having the intention to stay in the job for the time being was much higher than that by the teachers who had made up their minds to think of their job as a permanent one. The high or low academic careers didn´t make any influence on the teachers´ stress degree, but the teacher-qualifications made a meaningful difference on their stress degree. That is, the teachers having the special teacher-qualification turned out being suffered much more stress than those having the general teacher-qualification.
Third, the comparison of stress degree by the reasons revealed that the most severe degree of stress came from the relations with the parents as well as students´ behaviors. The teachers in charge of mentally retarded and physically handicapped students had highest degree of stress because of students´ behaviors, while the teachers taking care of visually and auditory handicapped students had the highist degree of stress because of the relation with the students´ parents.
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