Student-Teacher Relationship and its association with Stress experienced by the teachers in Special Education

Abstract

To date there is little evidence available on role of interpersonal relationship between specific student and teacher in determining teacher stress in special education. (Kyriacou,2001; Mohamed, 2015). The current study aims to assess the predictive role of student-teacher relationship in determining teacher stress and its specific components Self-Doubt, Loss of satisfaction with teaching, Disruption in teaching process and Frustration working with parents. A total of 36 teachers teaching in eight different special educations schools from four regions of Pakistan (Islamabad, Rawalpindi, Kharian and Lalamusa) consented to participate in this cross-sectional survey. Data was obtained about demographic characteristics of teachers, student, nature of student-teacher relationship and teacher‟s stress. All teachers were teaching students with these four neurodevelopmental disorders (ADHD, Autism and Intellectual disability).Index of Teaching Stress-ITS (Part B) (Abidin, Greene &Konold, 2004) was used to assess specific components of teacher stress. Student-Teacher Relationship scale (STRS-Short Form) developed by Pianta, (2001) collected data on student-teacher relationship. Findings revealed that there was significant negative relationship of closeness in studentteacher relationship with overall teacher‟s stress and its specific components at p<.01. Conflict in student-teacher relationship was significantly positively associated with these variables at p<.01. Teachers of students with ADHD were found at increased risk to experience teacher‟s stress. Teachers of students with ADHD also had highest number of students in their class which was also significantly associated with teacher stress (p<.001).Multiple regression analysis suggests that closeness in student-teacher STUDENT-TEACHER RELATIONSHIP AND TEACHER STRESS xv relationship (β= .67***) was the most influential negative predictor of teacher stress. Age of the teacher, number of students taught by the teacher and conflict in student-teacher relationship were shown to be significant predictors of teacher stress. It is recommended to provide more support to teachers of students with ADHD as well there should be less number of students in these classes. Future research can focus on identification of factors which determine closeness in teacher-student relationship to address self-doubt, loss of satisfaction with teaching and disruption in teaching process.