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Emotional Intelligence, Occupational Stress & Job Satisfaction of Special Education Teachers
Emotional Intelligence, Occupational Stress & Job Satisfaction of Special Education Teachers
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The literature in Indian and western world provides evidence of special education teachers stress is often linked with diversification of roles, increased responsibilities, inadequate salary and poor fringe, benefits, lack of supplies and materials, difficulty in meeting student's needs and instructional objectives, excessive interactions and growth, lack of recognition and stressful interpersonal relationships though the special education teachers cannot control issues related to salary, teach…

Emotional Intelligence, Occupational Stress & Job Satisfaction of Special Education Teachers (el. knyga) (skaityta knyga) | knygos.lt

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The literature in Indian and western world provides evidence of special education teachers stress is often linked with diversification of roles, increased responsibilities, inadequate salary and poor fringe, benefits, lack of supplies and materials, difficulty in meeting student's needs and instructional objectives, excessive interactions and growth, lack of recognition and stressful interpersonal relationships though the special education teachers cannot control issues related to salary, teaching assignment, paperwork, student behaviour and support from administrators, they can learn and choose to develop skilled behaviours to deal with these stressors. The challenge of performing the tasks in special school is such that teachers need high degree of emotional strength, flexibility of procedures and routines, freedom to act according to the student needs.

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The literature in Indian and western world provides evidence of special education teachers stress is often linked with diversification of roles, increased responsibilities, inadequate salary and poor fringe, benefits, lack of supplies and materials, difficulty in meeting student's needs and instructional objectives, excessive interactions and growth, lack of recognition and stressful interpersonal relationships though the special education teachers cannot control issues related to salary, teaching assignment, paperwork, student behaviour and support from administrators, they can learn and choose to develop skilled behaviours to deal with these stressors. The challenge of performing the tasks in special school is such that teachers need high degree of emotional strength, flexibility of procedures and routines, freedom to act according to the student needs.

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