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Journal of Emotional and Behavioral Disorders
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Sources of Occupational Stress for Teachers of Students with Emotional and Behavioral Disorders

J. Ron Nelson

University of Nebraska, Center for Effective Education and Mental Health Practices, Barkley Center, Lincoln, NE 68583-0738

Amelia Maculan

Arizona State University

Maura L. Roberts

Division of Psychology in Education at Arizona State University

Barbara J. Ohlund

Department of Curriculum and Instruction at Iowa State University

Teachers of students with emotional and behavioral disorders (EBD) are at particular risk for experiencing stress on the job. Occupational stress ratings from 415 teachers of students with EBD was modeled by regression, using teacher demographic characteristics, working conditions, and ability to work with children with EBD as factors in the analysis. All working condition variables (principal-teacher relationship, capacity to contribute to decisions, and working relationships), as well as years of professional experience and ability to work with externalizing children, had a significant effect on occupational stress. Additionally, within-inventory analyses pointed to ability to contribute to decisions as more influential than positive relationships with principals or colleagues. Results and implications are discussed.

Journal of Emotional and Behavioral Disorders, Vol. 9, No. 2, 123-130 (2001)
DOI: 10.1177/106342660100900207
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[Abstract] [PDF]