Reasons for and ways of overcoming stress in teachers of students withautism in primary and secondary schools in Central Turkey
Başlık çevirisi mevcut değil.
- Tez No: 725544
- Danışmanlar: DR. MARY DOVESTON
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2018
- Dil: İngilizce
- Üniversite: Unıversıty Of Northampton
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
Individuals with Autism Spectrum Disorder (ASD) in general suffer from having difficulty in establishing social interaction, communication and repetitive behaviours. Although it is known that ASD is a neurobiological disorder, the only treatment method is education. In Turkey, students with ASD are included education system either in special education classrooms or in inclusive practices. This study aimed to investigate stress levels of teachers of students with ASD and to suggest possible overcoming methods. Current literature suggests that teaching is already a stressful profession. Burnout and stress that teachers experience due to their jobs are highlighted by numerous studies. A Turkish adaptation of Cohen, Kamarek and Mermelstein's 'Perceived Self-Efficacy Perception' and 'Stress / Disturbance Perception' was completed by fifty teachers of students with ASD. The questionnaire contained questions to be answered according to Likert scale and open-ended questions. Questions helped to establish teachers' stress level, while open ended questions helped to see how they define the main problems they face and what their pragmatic approaches to rule out the problems. Basing on their answers, the main points that cause increased stress level in teachers are determined as; challenging behaviours of students, lack of training, lack of school management's support, lack of fund or lack of equipment that used in teaching, lack of colleagues' support, and parents' problematic approaches.
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