@article{ART003157275},
author={Park, Seowoo and Choi, Jinoh},
title={Impacts of Special Education Teachers’ Job Stress on the Teachers’ Emotional Interaction with Their Students: Moderating Effects of Job Stress Coping Strategies},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2024},
volume={25},
number={4},
pages={1-30}
TY - JOUR
AU - Park, Seowoo
AU - Choi, Jinoh
TI - Impacts of Special Education Teachers’ Job Stress on the Teachers’ Emotional Interaction with Their Students: Moderating Effects of Job Stress Coping Strategies
JO - Journal of Special Education: Theory and Practice
PY - 2024
VL - 25
IS - 4
PB - Research Institute of the Korea Special Education
SP - 1
EP - 30
SN - 1598-060X
AB - [Purpose] The purpose of this study was to investigate the impacts of job stress in special education teachers on their emotional interaction with students receiving special education, and to explore whether there were moderating effects of job stress coping strategies on those impacts. [Method] A survey was conducted on 298 special education teachers working in Daegu and Gyeongnam regions, asking about their job stress, emotional interaction with students receiving specia\l education, and awareness of job stress coping strategies. The collected data was analyzed using multiple regression analysis and hierarchical regression analysis. [Results] The results of this study were as follows: First, job stress in special education teachers was found to have a negative impact on all aspects of emotional interaction with students receiving special education. Second, among the job stress coping strategies of special education teachers, problem-focused, relationship-focused, self-assertive, and support-seeking coping strategies were found to have a moderating effect on the impacts of job stress on emotional interaction with students receiving special education. [Conclusion] The results of this study could be used as basic data for the development of a job stress coping strategy program for special education teachers to enhance the quality of emotional interaction between special education teachers and their students.
KW - Special Education Teacher;Students Receiving Special Education;Job Stress;Emotional Interaction;Job Stress Coping Strategy
DO -
UR -
ER -
Park, Seowoo and Choi, Jinoh. (2024). Impacts of Special Education Teachers’ Job Stress on the Teachers’ Emotional Interaction with Their Students: Moderating Effects of Job Stress Coping Strategies. Journal of Special Education: Theory and Practice, 25(4), 1-30.
Park, Seowoo and Choi, Jinoh. 2024, "Impacts of Special Education Teachers’ Job Stress on the Teachers’ Emotional Interaction with Their Students: Moderating Effects of Job Stress Coping Strategies", Journal of Special Education: Theory and Practice, vol.25, no.4 pp.1-30.
Park, Seowoo, Choi, Jinoh "Impacts of Special Education Teachers’ Job Stress on the Teachers’ Emotional Interaction with Their Students: Moderating Effects of Job Stress Coping Strategies" Journal of Special Education: Theory and Practice 25.4 pp.1-30 (2024) : 1.
Park, Seowoo, Choi, Jinoh. Impacts of Special Education Teachers’ Job Stress on the Teachers’ Emotional Interaction with Their Students: Moderating Effects of Job Stress Coping Strategies. 2024; 25(4), 1-30.
Park, Seowoo and Choi, Jinoh. "Impacts of Special Education Teachers’ Job Stress on the Teachers’ Emotional Interaction with Their Students: Moderating Effects of Job Stress Coping Strategies" Journal of Special Education: Theory and Practice 25, no.4 (2024) : 1-30.
Park, Seowoo; Choi, Jinoh. Impacts of Special Education Teachers’ Job Stress on the Teachers’ Emotional Interaction with Their Students: Moderating Effects of Job Stress Coping Strategies. Journal of Special Education: Theory and Practice, 25(4), 1-30.
Park, Seowoo; Choi, Jinoh. Impacts of Special Education Teachers’ Job Stress on the Teachers’ Emotional Interaction with Their Students: Moderating Effects of Job Stress Coping Strategies. Journal of Special Education: Theory and Practice. 2024; 25(4) 1-30.
Park, Seowoo, Choi, Jinoh. Impacts of Special Education Teachers’ Job Stress on the Teachers’ Emotional Interaction with Their Students: Moderating Effects of Job Stress Coping Strategies. 2024; 25(4), 1-30.
Park, Seowoo and Choi, Jinoh. "Impacts of Special Education Teachers’ Job Stress on the Teachers’ Emotional Interaction with Their Students: Moderating Effects of Job Stress Coping Strategies" Journal of Special Education: Theory and Practice 25, no.4 (2024) : 1-30.
