Stress and Empathy in Teachers at General and Special Education Schools
Abstract
The aim of the present study was to examine the differences in the intensity of the sources of teacher stress and in the degree of empathy among teachers in elementary education with regard to the educational setting in which they work. Data were collected from 101 elementary school teachers using the Teacher Stress Inventory and the Interpersonal Reactivity Index (IRI). Differences in the intensity of overall stress were not statistically significant. With both groups of teachers the greatest intensity of stress is connected with problematic classes and insufficient salary. Statistically significant differences were not detected between GES and SES either on the subscales or the aggregate scores of the IRI.GES teachers demonstrated a statistically significant relation between the scores on the scale of stress sources and those on the scale of overall empathy. There is a significant correlation between scores on the scale of Sources of stress and the subscale of Personal distress in bo...th groups. By summing up the results, we identified various types of connectivity between particular stressors and the level of empathy of GES and SES teachers, both in the relationship to the overall score on the IRI and to the results on the subscales.
Keywords:
Empathy / mainstream teachers / special education teachers / teacher stressSource:
International Journal of Disability Development and Education, 2021Publisher:
- Routledge Journals, Taylor & Francis Ltd, Abingdon
Funding / projects:
DOI: 10.1080/1034912X.2020.1727421
ISSN: 1034-912X
WoS: 000513966400001
Scopus: 2-s2.0-85079729390
Collections
Institution/Community
rFASPERTY - JOUR AU - Vučinić, Vesna AU - Stanimirović, Dragana AU - Gligorović, Milica AU - Jablan, Branka AU - Marinović, Milica PY - 2021 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/1312 AB - The aim of the present study was to examine the differences in the intensity of the sources of teacher stress and in the degree of empathy among teachers in elementary education with regard to the educational setting in which they work. Data were collected from 101 elementary school teachers using the Teacher Stress Inventory and the Interpersonal Reactivity Index (IRI). Differences in the intensity of overall stress were not statistically significant. With both groups of teachers the greatest intensity of stress is connected with problematic classes and insufficient salary. Statistically significant differences were not detected between GES and SES either on the subscales or the aggregate scores of the IRI.GES teachers demonstrated a statistically significant relation between the scores on the scale of stress sources and those on the scale of overall empathy. There is a significant correlation between scores on the scale of Sources of stress and the subscale of Personal distress in both groups. By summing up the results, we identified various types of connectivity between particular stressors and the level of empathy of GES and SES teachers, both in the relationship to the overall score on the IRI and to the results on the subscales. PB - Routledge Journals, Taylor & Francis Ltd, Abingdon T2 - International Journal of Disability Development and Education T1 - Stress and Empathy in Teachers at General and Special Education Schools DO - 10.1080/1034912X.2020.1727421 ER -
@article{ author = "Vučinić, Vesna and Stanimirović, Dragana and Gligorović, Milica and Jablan, Branka and Marinović, Milica", year = "2021", abstract = "The aim of the present study was to examine the differences in the intensity of the sources of teacher stress and in the degree of empathy among teachers in elementary education with regard to the educational setting in which they work. Data were collected from 101 elementary school teachers using the Teacher Stress Inventory and the Interpersonal Reactivity Index (IRI). Differences in the intensity of overall stress were not statistically significant. With both groups of teachers the greatest intensity of stress is connected with problematic classes and insufficient salary. Statistically significant differences were not detected between GES and SES either on the subscales or the aggregate scores of the IRI.GES teachers demonstrated a statistically significant relation between the scores on the scale of stress sources and those on the scale of overall empathy. There is a significant correlation between scores on the scale of Sources of stress and the subscale of Personal distress in both groups. By summing up the results, we identified various types of connectivity between particular stressors and the level of empathy of GES and SES teachers, both in the relationship to the overall score on the IRI and to the results on the subscales.", publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon", journal = "International Journal of Disability Development and Education", title = "Stress and Empathy in Teachers at General and Special Education Schools", doi = "10.1080/1034912X.2020.1727421" }
Vučinić, V., Stanimirović, D., Gligorović, M., Jablan, B.,& Marinović, M.. (2021). Stress and Empathy in Teachers at General and Special Education Schools. in International Journal of Disability Development and Education Routledge Journals, Taylor & Francis Ltd, Abingdon.. https://doi.org/10.1080/1034912X.2020.1727421
Vučinić V, Stanimirović D, Gligorović M, Jablan B, Marinović M. Stress and Empathy in Teachers at General and Special Education Schools. in International Journal of Disability Development and Education. 2021;. doi:10.1080/1034912X.2020.1727421 .
Vučinić, Vesna, Stanimirović, Dragana, Gligorović, Milica, Jablan, Branka, Marinović, Milica, "Stress and Empathy in Teachers at General and Special Education Schools" in International Journal of Disability Development and Education (2021), https://doi.org/10.1080/1034912X.2020.1727421 . .