Many teachers of deaf students report that they experience high levels of stress related to their work. In this paper, we report the results of research implemented to search for different responses to items possibly indicative of stress, as reported by residential school teachers who follow two different communication philosophies: an oral approach and the Total Communication approach. Data were collected using a survey instrument developed by the researchers in this study, which was completed by 31 teachers following an oral approach and 93 following the Total Communication approach. Teachers also completed a second, standardized instrument Results indicated that the two groups did not differ significantly in their total responses to the instrument developed by the researchers in the present study. However, they did differ on 2 of 10 possible stress factors: institutional provision of technical and personnel assistance and agreement with communication methodology. Future directions for research are included.

This study is the result of collaboration between a classroom teacher (Laura Jordan) and a university professor (Cher Hendricks). Laura, who completed the initial literature review and collected and analyzed data collected in the field, writes the study in first person. Cher provided assistance in developing the action plan, developing the literature review, and preparing the written study.