This research is a comparative investigation of the amount of stress, it's resources and their relationship with demographic characteristics of teachers at exceptional and normal schools of Isfahan city. The sample was randomly selected among the teachers in Normal and Exceptional schools, 75 subjects from each. The Cooper stress questionnaire (1983), The Kyriacou and Sutcliffe questionnaire, and Holmes- Rahe Rating scale were used respectively for measurement and comparison of stress among teachers, diagnosis and identification of school stressors, and for identification of social stressful events. Multiple ANOVA, regression analysis, and Fisher `Z` tests were used as statistical measurement tools in this research. Results showed that: No significant difference in Experiencing Stress among teachers in Normal and Exceptional-Schools was observed. No significant difference was observed in the amount of stress of the two groups regarding their demographical and occupational characteristics. There isn't any significant difference between social and occupational stressors and Experiencing Stress in teachers. There is a significant difference between academic stressors and experiencing Stress in teachers (p=0/001) (both Normal and exceptional schools).
Mashhadi, H., Oreizi, H., & Malakpour, M. (2005). A Comparison of Teachers' Stress Rate and Resources and its Relationship with Teachers' Demographic Features. Teaching and Learning Research, 3(1), 63-72.
MLA
H. Mashhadi; H.R. Oreizi; M. Malakpour. "A Comparison of Teachers' Stress Rate and Resources and its Relationship with Teachers' Demographic Features". Teaching and Learning Research, 3, 1, 2005, 63-72.
HARVARD
Mashhadi, H., Oreizi, H., Malakpour, M. (2005). 'A Comparison of Teachers' Stress Rate and Resources and its Relationship with Teachers' Demographic Features', Teaching and Learning Research, 3(1), pp. 63-72.
VANCOUVER
Mashhadi, H., Oreizi, H., Malakpour, M. A Comparison of Teachers' Stress Rate and Resources and its Relationship with Teachers' Demographic Features. Teaching and Learning Research, 2005; 3(1): 63-72.