Perceived Stress and Coping Mechanisms among Teachers in Three Special Schools in the Northern Parts of Ghana

Abstract

The aim of this study was to find out perceived stress and coping mechanisms among teachers in special schools in the northern part of Ghana. This study was an explorative study with quantitative survey as its main design. Teachers in three special schools formed the population of the study. The proportionate simple random sampling was used to select 60 teachers for the study. A self-constructed questionnaire was the main instrument for the study. Data were collected personally by the researchers. The data obtained were analysed in SPSS using frequency distribution tables and percentages as well as means and standard deviations. Also, independent t-test, one-way analysis of variance, and Pearson correlation coefficient were run to determine the relationship between some demographic factors and the variables investigated. It was found that several factors cause stress among special educators, such as low remuneration and lack of pupils' progress. The effects of stress included cardiovascular diseases, headaches, depression, and anxiety. The teachers' responses showed that leaving the stressful event, seeking administrative support, and a sense of efficacy were some coping strategies adopted. It was concluded that several factors cause stress among special educators with physical, psychological and behavioural effects, hence there is a need for effective coping strategies to make them stay safe and healthy. It was recommended that social support systems should be made an integral part of the teachers' job to make them cope adaptively to stressful situations.