Abstract

Special education teachers have different and more difficult obligations than general education teachers. They work with students who have a wide range of needs, from developmental disabilities to behavioral issues. Using a thematic analysis approach, the study aimed to understand the primary sources of stress, how these stressors influence instructional effectiveness, the coping strategies employed by teachers, and the support systems they consider essential for reducing stress. Data were collected through in-depth interviews with nine SPED teachers from public schools, focusing on their experiences working with learners with intellectual disabilities. Findings indicate that occupational stress among SPED teachers is multifaceted, arising from both learner-related and administrative factors. Teachers reported that unpredictable student behaviors, such as tantrums, meltdowns, and repetitive actions, often created emotional and physical strain, particularly for those in the early months of teaching. Furthermore, the study highlighted the critical role of social and institutional support systems in mitigating stress. Peer and co-teacher support, family encouragement, and recognition from school leaders were consistently identified as essential in fostering emotional resilience and professional sustainability. In conclusion, occupational stress among SPED teachers is influenced by a combination of learner behaviors, administrative demands, and interpersonal dynamics, which can adversely affect teaching performance and professional confidence. Nevertheless, teachers employ diverse coping strategies and rely on strong support systems to sustain their effectiveness and well-being. The study recommends that schools implement structured interventions, such as peer mentoring programs, recognition initiatives, professional development workshops, and family engagement strategies, to alleviate stress and enhance teacher resilience.