شبكة المعلومات العربية التربوية

This study aimed to identify to Strategies for dealing with work stress among teachers working in special education centers and inclusive schools in the light of some variables. The study population consisted of all teachers in special education centers and inclusive schools, who numbered (402), and the study sample consisted of (100) male and female teachers, who were selected in a simple random way during the second semester of the academic year (2021-2022). To achieve the objectives of the study, the researcher developed a questionnaire for strategies for dealing with work stress, and its psychometric properties verified. The results indicated that the level of use of strategies for dealing with work stress among teachers in special education centers and inclusive schools in Jordan came at an (average) level, as the “effective confrontation strategy” field came in the first place at a (medium) level, and in the last rank came the field of “strategy” emotional confrontation” at a level (medium), and the results indicated that there were statistically significant differences at the level of statistical significance (α=0.05) between the estimates of the study sample members on the use of strategies for dealing with work stress among teachers in special education centers and inclusive schools due to gender difference. In favor of males, the results also indicated that there were no differences due to the type of education, years of experience, and educational qualification. The researcher recommended conducting a similar study to reveal the most effective work stress strategies for a similar segment. (Published abstract)