Stress của giáo viên dạy trẻ khuyết tật tại các cơ sở giáo dục trên địa bàn tỉnh Tây Ninh

Các tác giả

  • Võ Kim Tuyết Trung tâm Nghiên cứu, Tư vấn, Trị liệu tâm lí trẻ Nhân Tâm, tỉnh Tây Ninh
  • Nguyễn Thị Ngọc Bé Trường Đại học Sư phạm - Đại học Huế

Tóm tắt

Teachers of children with disabilities often face difficulties in dealing with children's unique behaviours. If prolonged over time, this situation will lead to burnout and lack of motivation at work, thereby negatively affecting the quality of teaching and children's development. The article investigates the current stress situation of teachers of children with disabilities in educational institutions in Tay Ninh province with 136 teachers participating in the survey, the proportion of women accounting for 80.1% and men accounting for 19.9%. The research results show that the majority of preschool teachers (94.1%) are not stressed, and 5.9% of teachers are at a mild level of stress. The research results show no difference in the stress level between men and women, but there is a difference between seniority and professional qualifications. These findings highlight the need for preventive and psychological support programs to reduce stress and improve mental health for teachers of children with disabilities.

Tài liệu tham khảo

Amstad, M., & Müller, C. M. (2020). Students’ Problem Behaviors as Sources of Teacher Stress in Special Needs Schools for Individuals With Intellectual Disabilities. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00159

Attia, M., Ibrahim, F. A., Elsady, M-E., Khorkhash, M. K., Rizk, M. A,, Shah, J., & Amer, S. A. (2022). Cognitive, emotional, physical, and behavioral stress-related symptoms and coping strategies among university students during the third wave of COVID-19 pandemic. Frontiers in Psychiatry, 13, 933981. https://doi.org/10.3389/ fpsyt.2022.933981

Bakker, A. B., Demerouti, E., & Sanz-Vergel, A. (2022). Job Demands-Resources Theory: Ten Years Later. Annual Review of Organizational Psychology and Organizational Behavior, 10, 25-53. https://doi.org/10.1146/annurev orgpsych-120920-053933

Bộ GD-ĐT (2018). Thông tư số 03/2018/TT-BGDĐT ngày 29/01/2018 quy định về giáo dục hòa nhập đối với người khuyết tật.

Bộ GD-ĐT (2023). Thông tư số 21/2023/TT-BGDĐT ngày 30/10/2023 quy định tiêu chuẩn viên chức hỗ trợ giáo dục người khuyết tật.

Braun-Lewensohn, O. (2016). Managing stress in schools: teachers coping with special education children. International Journal on Disability and Human Development, 15(1), 77-83.

Candeias, A. A., Galindo, E., Calisto, I., Borralho, L., & Reschke, K. (2021). Stress and burnout in teaching. Study in an inclusive school workplace. Health Psychology Report, 9(1), 63-75. https://doi.org/10.5114/hpr.2020.100786

Cohen, S., Kamarck, T., & Mermelstein, R. (1994). Perceived Stress Scale. Measuring Stress: A Guide for Health and Social Scientists, 10, 1-2.

Chao, A. M., Jastreboff, A. M, White, M. A., Grilo, C. M., & Sinha, R. (2017). Stress, cortisol, and other appetite related hormones: prospective prediction of 6-month changes in food cravings and weight. Obesity, 25(4), 713 720. https://doi.org/10.1002/oby.21790

Choi, D., Ota, S., & Watanuki, S. (2015). Does cigarette smoking relieve stress? Evidence from the event-related potential (ERP). International Journal of Psychophysiology, 98(3 Part 1), 470-476. https://doi.org/10.1016/ j.ijpsycho.2015.10.005

Darawsheh, S. R., Asha, I. K. K., AbuSaif, R., Alhejoj, A. F., & Khasawneh, M. A. S. (2023). An outline of the professional quality of teachers who teach children with special needs. Journal of Education and E-Learning Research, 10(3), 358-363. https://doi.org/10.20448/jeelr.v10i3.4711

Eysenck, H. J. (1985). Stress, appraisal, and coping. Behaviour Research and Therapy, 23(6), 1913-1915. https://doi.org/10.1016/0005-7967(85)90087-7

Fox, H. B., Tuckwiller, E. D., Kutscher, E. L., & Walter, H. L. (2020). What Makes Teachers Well? A Mixed Methods Study of Special Education Teacher Well-Being. Journal of Interdisciplinary Studies in Education, 9(2), 223-248. https://doi.org/10.32674/jise.v9i2.2170

Galaterou, J., & Antoniou, A. S. (2017). Teachers’ attitudes towards inclusive education: The role of job stressors and demographic parameters. International Journal of Special Education, 32(4), 643-658.

Gilmour, A. F., & Wehby, J. H. (2020). The association between teaching students with disabilities and teacher turnover. Journal of Educational Psychology, 112(5), 1042-1060. https://doi.org/10.1037/edu0000394

Hammen, C. (2005). Stress and depression. Annual Review of Clinical Psychology, 1, 293-319. https://doi.org/10.1146/annurev.clinpsy.1.102803.143938

Đã Xuất bản

31.03.2025

Cách trích dẫn

Võ, K. T., & Nguyễn, T. N. B. (2025). Stress của giáo viên dạy trẻ khuyết tật tại các cơ sở giáo dục trên địa bàn tỉnh Tây Ninh. Tạp Chí Giáo dục, 25(đặc biệt 2), 194–199. Truy vấn từ https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/3382

Số

Chuyên mục

Các bài báo

Các bài báo được đọc nhiều nhất của cùng tác giả

1 2 > >>