Authors:
Francis C. Felebrico

Addresses:
Department of Education, Cauayan North Central School, Cauayan City, Isabela, Philippines.

Abstract:

Special educators have more challenging duties than general education teachers. They serve students with developmental challenges, behavioral difficulties, and other needs. The study used thematic analysis to identify stressors, their effects on instructional efficacy, teachers' coping methods, and their support systems. Nine public school SPED teachers were interviewed about their experiences with intellectually disabled students. Findings show that SPED teachers experience occupational stress from learner-related and administrative issues. In the early months of teaching, tantrums, meltdowns, and repetitious activities caused teachers' emotional and physical stress. The study also stressed the importance of social and institutional support systems in stress reduction. Emotional resilience and professional sustainability were consistently promoted by peer and co-teacher support, family encouragement, and school leader recognition. In conclusion, student behaviours, administrative expectations, and interpersonal dynamics contribute to occupational stress among SPED teachers, which can lower teaching performance and confidence. Teachers use a variety of coping mechanisms and strong support structures to stay productive and healthy. To reduce stress and boost teacher resilience, the study suggests schools use peer mentoring, recognition, professional development, and family engagement programs. 

Keywords: Occupational Stress; SPED Teachers; Stress Management; Strategy Plan; Teaching Performance; Professional Confidence; Emotional Resilience; Professional Sustainability; Thematic Analysis.

Received on: 06/07/2025, Revised on: 17/09/2025, Accepted on: 03/10/2025, Published on: 03/03/2026

DOI: 10.69888/FTSPS.2026.000656

FMDB Transactions on Sustainable Psychology Sequence, 2026 Vol. 1 No. 1, Pages: 19-30

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