The Predictive Relationship Between Spirituality and Occupational Stress Among Special Education Teachers

Abstract

In the United States, the shortage of public, K-12 special education teachers has been a persistent problem. Research indicates that spiritual practices, such as prayer and mindfulness, are beneficial to teachers. Prior to this study, it was not known if, and to what extent, a predictive relationship existed between spirituality and occupational stress (time management, work-related, professional distress, student discipline and motivation, and professional investment) among K-12 special education teachers. An examination of this relationship was important, as researchers suggest occupational stress is a significant cause of teacher turnover. The purpose of this quantitative correlational study using linear regression analyses was to examine if, and to what extent, a predictive relationship existed between spirituality and occupational stress (time management, work-related, professional distress, student discipline and motivation, and professional investment) among K-12 special education teachers in the United States. The framework for this study was based on Kyriacou and Sutcliffe’s model of teacher stress, as well as Paloutzian and Ellison’s conceptualization of spirituality. Data were collected via survey from a sample of 123 special education teachers. Regression analyses were conducted to test the relationship between the predictor variable of spirituality and each of the five criterion variables (time management, work-related, professional distress, student discipline and motivation, and professional investment). Analysis revealed significant inverse relationships between spirituality and all five forms of teacher stress. Findings suggest spirituality predicts lower levels of professional stress among special education teachers. Practical recommendations involve fostering spirituality among teachers.