Stress, along with its most critical form – burnout - is constantly present across all workplaces, including every school and classroom. Few, if any, educational professionals are exempt from exposure to stress-related factors. Despite extensive research on the topic, stress remains deeply embedded in the educational environment. Its effects reach far beyond the workplace, influencing individuals on multiple levels: from professional performance and ability to manage job-related demands, to personal well-being and life outside of work.
The complex and enduring nature of stress among special and rehabilitation educators calls for active engagement from individuals, employers, and researchers. There is a pressing need for ongoing education, research, and awareness, as the long-term consequences of unmanaged stress - particularly burnout - can be severe, and in extreme cases, even life-threatening.
The objective of this study was to identify the predominant sources of occupational stress and to examine their impact on special and rehabilitation educators in the Podravje region. The research employed a descriptive and causal non-experimental method, using a quantitative approach. A non-random sample of 33 special and rehabilitation educators participated in the study. Anonymous online questionnaires were distributed via email to educational institutions in the Podravje region.
The results reveal that most respondents perceive their profession as significantly stressful, although the majority also consider themselves well or highly qualified for their roles. The most frequently cited stressors include excessive administrative duties, work overload, and the low societal status of the teaching profession. Most educators reported feeling accepted in their workplace and expressed a sense of belonging.
Key challenges in the work environment include dealing with unpredictable problems, insufficient workspace, and inadequate or outdated technology. When it comes to balancing work and personal life, many educators report continuing their professional duties at home and not dedicating enough time to self-care. Furthermore, stress originating in the workplace often spills over into their personal lives.
Alarmingly, over half of the respondents have either experienced burnout in the past or are currently dealing with it. The findings also indicate that older educators and those with more professional experience tend to cope with stress more effectively.
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