- Title
- The coping orientation and resources of teachers educating learners with intellectual disabilities
- Creator
- Jacobs, Tracey Senora
- Subject
- Special education teachers -- Job stress -- South Africa
- Subject
- Adjustment (Psychology) -- South Africa -- Testing
- Subject
- Teachers of children with mental disabilities -- Psychological testing -- South Africa
- Subject
- Coping Responses Inventory -- South Africa
- Date Issued
- 2006
- Date
- 2006
- Type
- Thesis
- Type
- Masters
- Type
- MA
- Identifier
- vital:9938
- Identifier
- http://hdl.handle.net/10948/460
- Identifier
- Special education teachers -- Job stress -- South Africa
- Identifier
- Adjustment (Psychology) -- South Africa -- Testing
- Identifier
- Teachers of children with mental disabilities -- Psychological testing -- South Africa
- Identifier
- Coping Responses Inventory -- South Africa
- Description
- An overview of recent literature and research indicates that stress in teaching is now a wellrecognised phenomenon. More specifically, research has found special education to be more demanding than mainstream education. However, in comparison with the literature on mainstream education, both South African and international research relating to special education do not occupy prominent status in the literature. This study thus aims to explore and describe the coping orientation and resources of teachers educating learners with intellectual disabilities. The sample consisted of 59 special education teachers (49 females and 10 males) in the Nelson Mandela Metropole who educate learners with intellectual disabilities. The special education teachers who agreed to participate in the study were requested to complete a biographical questionnaire, Antonovsky’s Orientation to Life Questionnaire (SOC-29) and Hammer and Marting’s Coping Resources Inventory (CRI). An exploratory, descriptive design was utilised in this study. The data for this study was analysed by using descriptive and correlation statistics. The Pearson Product-Moment Correlation Coefficient was utilized in order to explore and describe the relationship between the sense of coherence and the coping resources of the sample. Key findings include the following: Results from the SOC-29 revealed fairly high mean scores for the current sample. Results from the CRI indicated average mean scores on both the total coping resources scale and all five subscales. Significant positive relationships were found to exist between the SOC-29 and the CRI for the current sample. Significant positive relationships were also found between the SOC-29 score and some of the subscale scores of the CRI for the current sample. In general, the findings of the present study reveal a need for further research on special education teachers. The focus should not only be limited to the pathogenic orientation, but should include more salutogenic approaches to better assist special education teachers to more effectively cope with their challenging work environment.
- Format
- xii, 152 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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NMMU School of Behavioural Sciences
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