Job Stress and Satisfaction Among Special Education Teachers: Effects of gender and social role orientation

Eighty-nine female and 43 male special education teachers completed a battery of instruments dealing with job stress and satisfaction and social role characteristics. Social role orientation (expressive, instrumental, balanced, and undifferentiated) was determined for each of the teachers both on- and off-the-job using the Bem Sex Role Inventory, and then analysed in relation to six indices of work-related stress and satisfaction. For female special educators, a balanced social role orientation was associated with higher levels of satisfaction and lower levels of stress, while an undifferentiated orientation was associated with lower levels of satisfaction and higher levels of stress. Implications for teacher preparation programs are discussed, and suggestions for future research are included.