Award Date

1-1-2006

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Special Education

First Committee Member

Susan P. Miller

Number of Pages

94

Abstract

The purpose of this study was to investigate the levels of stress experienced by novice special education teachers related to The Council for Exceptional Children national standards for beginning teachers. The Participants in this study were novice resource room and novice self-contained teachers in the Clark County School District. Data were collected using the Teacher Stress Survey. This survey measured levels of stress experienced by novice special education resource room and self-contained teachers at the beginning and end of the first semester; There was no statistically significant difference in total reported stress between self-contained and resource room teachers. There was a statistically significant difference in reported stress between resource room and self-contained teachers in the communication stress scale. The resource room participants reported a lower level of stress. There was no statistically significant difference between participants in the Alternative Route to Licensure (ARL), the Specialized Teacher Education Program (STEP), and the Teach for America (TFA) on the total scale of reported stress. There was a statistically significant difference between the Specialized Teacher Education Program (STEP) participants and the Teach for America (TFA) participants on the communication stress subscale. The Specialized Teacher Education Program (STEP) participants reported a higher level of communication stress. There was a statistically significant difference in reported stress between the Alternative Route to Licensure (ARL) and Specialized Teacher Education Program (STEP) and also between the Alternative Route to Licensure (ARL) and the Teach for America (TFA) on the collaboration subscale. The participants in the Alternative Route to Licensure (ARL) reported lower levels of stress. There was no statistically significant difference reported between the beginning and end of the semester. There was a statistically significant difference among the seven subscales. There was a statistically significant difference in reported stress levels between Instructional Strategies and Learning Environment, Professional/Ethical Practice, and Collaboration. Instructional Strategies caused a significantly higher level of stress than Learning Environment, Professional Practices, and Collaboration. There was a statistically significant difference in reported stress between Professional/Ethical Practice and Learning Environment, Communication, Instructional Planning, and Assessment. Learning Environment, Communication, Instructional Planning, and assessment caused higher levels of stress than Professional/Ethical Practice. There was a statistically significant difference in reported stress between Collaboration and Instructional Planning and Assessment. Instructional Planning and assessment caused higher levels of stress than Collaboration.

Keywords

Beginning; Beginning Teacher; Investigating; Related; Standard; Stress; Teacher Standards

Controlled Subject

Teachers--Training of; Special education

File Format

pdf

File Size

2181.12 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/gp1b-xax1


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