Special education and rehabilitation educators were forced to change the implementation of their pedagogical practices during the COVID-19 pandemic. They faced numerous new challenges, such as a sudden transition to virtual teaching, increased workload, changes in teaching conditions and methods, all amidst widespread uncertainty and stress. The changes in pedagogical work implementation triggered varying levels of stress in individuals. Stress causes a shift in personal equilibrium and is induced by external or internal stimuli, also known as stressors. How individuals respond to stress depends on various factors. One of the factors influencing an individual's response and experience of stress is their resilience or flexibility.Resilience manifests as the ability to confront and cope with different challenges. In this master's thesis, we explored how teaching during the pandemic affected the stress and resilience of special education and rehabilitation educators employed in various positions in the education sector. The research indicated that educators with longer work experience, especially those with 19 or more years of experience, experienced more stress during the pandemic. Women special and rehabilitation educators also experienced more stress, while the assessment of their own job competence did not have a statistically significant impact on stress experience during the pandemic. It was also found that there were no statistical differences among different job positions concerning various areas of stress (factors of occupational stress, interpersonal relationship factors, and factors of balancing professional demands and private life). However, statistically significant differences were observed in experiencing the stress of the work environment. No statistically significant differences were found in stress assessment based on years of work experience and specific areas of stress. Factors of occupational stress were identified as the most burdensome for special education and rehabilitation educators during the pandemic. The research also revealed that the length of work experience did not have a statistically significant impact on the resilience of special education and rehabilitation educators. Similarly, no statistically significant influence was found between the perception of stress and the level of resilience. The conclusion of the study emphasizes the importance of the role of educational institutions and the educational system in providing adequate support for special education and rehabilitation educators. This includes providing tools for stress management, offering psychological assistance, and promoting mutual support among staff. Despite the challenges, the COVID-19 pandemic presented an opportunity for learning and growth. It underscored the importance of adaptability and perseverance for special education and rehabilitation educators during crisis situations.
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