Abstract
A sample of 244 teachers of the behaviorally disordered completed the Pullis Inventory of Teacher Stress, a questionnaire regarding the sources, effects, and methods of coping with occupational stress. These teachers reported that school/setting factors, career issues, and workload variables were perceived as more stressful than direct contact with behaviorally disordered students. They indicated that exhaustion, frustration, and negative carryover to life outside the classroom were the most frequent effects of occupational stress. A variety of personal strategies for dealing with stress and teachers' views of necessary assistance or support were examined. Implications for teacher preparation and career support are discussed.
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