Stress among Special Education Teachers in Malaysia

Ghani, Mohd Zuri; Ahmad, Aznan Che; Ibrahim, Suzana

doi:10.1016/j.sbspro.2013.12.648

Cited by 38 publications

(41 citation statements)

References 7 publications

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“…The means for all veriables were high, i.e. they were more than 3.68 (Ghani et al, 2014), except for perceived ease of use which had a moderate mean. This showed that the students perceived MonsoonSIM to be a good business simulation game as they felt that it was useful and fun to use it.…”

Section: Demographic Analysismentioning

confidence: 89%

Factors Influencing Use of Monsoonsim Business Simulation by UTM Undergraduate Students

Yatim

Fei

Mohamad

2018

IJLD

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The study was conducted to investigate the factors that influenced the use of MonsoonSIM business simulation by the undergraduate students of Universiti Teknologi Malaysia (UTM). The objectives of this study were to evaluate the (i) relationship between perceived usefulness, perceived ease of use, and perceived enjoyment towards attitude to use MonsoonSIM, (ii) relationship between perceived usefulness, perceived enjoyment, and attitude to use towards the behavioral intention to use MonsoonSIM (iii) strongest determinants that influenced the students' attitude to use MonsoonSIM. Two hundred and sixty UTM undergraduate students answered this e-questionnaire. Descriptive and inferential analyses were used to evaluate the data. The results of this study showed all the relationships were positively correlated, and that perceived enjoyment was the most significant factor influencing the students' attitude to use MonsoonSIM. In conclusion, there is a higher possibility for the technology to be used by the users if it includes perceived usefulness,

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Section: Demographic Analysismentioning

confidence: 89%

Factors Influencing Use of Monsoonsim Business Simulation by UTM Undergraduate Students

Yatim

Fei

Mohamad

2018

IJLD

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“…Stress if left untreated can cause quite dangerous risks, according to Ghani, Ahmad, & Ibrahim (2014) found that stress and depression can risk self-harm and suicide in prison. The stress experienced by a person can produce a physical and psychological response, said Waldani et al (2017) that the stress experienced by inmates is the body's reaction both physically, psychologically, for example shortness of breath, cold sweats, heart palpitations, feeling frustrated, tense, aggression and anger.…”

Section: This Is An Open Access Article Under the Cc-bymentioning

confidence: 99%

“…According to Baranyi's research, et al (2018) found that the prevalence of PTSD (post traumatic stress disorder) in 1980-2017 in prisons from 20 countries around the world was relatively high, stress if not handled could cause quite dangerous risks, according to Ghani et al (2014), it is necessary to have the right coping strategies so that the stress experienced by prisoners does not worsen or increase (Neneng Nurul Sopiah & Simanjuntak, 2017) According to research Ayuningtyas (2016) said that most or as many as 74 inmates in class II A Ambarawa correctional institution use coping strategies that focus on emotions.…”

Section: This Is An Open Access Article Under the Cc-bymentioning

confidence: 99%

Coping Strategy on Recidivism Prisoners in Penitentiary Class II B of Garut, West Jawa Indonesia

2019

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“…Besides parents, siblings, peers, or caregivers, they can also be a source of stress for teachers (Hastings and Brown, 2002). While teachers who work with students with ID face various challenges, such as a perceived lack of students' progress or heavy workloads (Antoniou et al, 2000), dealing with students' problem behaviors is one of the most frequently reported sources of stress for special needs teachers (Kokkinos and Davazoglou, 2009;Ghani et al, 2014). The more teachers perceive that a student's behavior deviates from their instructional goals (e.g., because of the amount of time it takes to manage the problem behavior), the higher the intensity of unpleasant emotions (Chang, 2013), which can lead to the experience of stress.…”

Section: Introductionmentioning

confidence: 99%

Students' Problem Behaviors as Sources of Teacher Stress in Special Needs Schools for Individuals With Intellectual Disabilities

Amstad

Müller

2020

Front. Educ.

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Students with intellectual disabilities in special needs schools often exhibit high levels of problem behaviors. Besides the challenges such behaviors present for the students themselves, their peers, and their caregivers, problem behaviors can also be a source of stress for teachers. However, less is known on the degree to which different types of problem behaviors are perceived as stressful in special needs schools for students with intellectual disabilities. Using paper-pencil questionnaires, 295 special needs school teachers (47.81 years, SD = 10.49; 83.4% female) in Switzerland ranked the perceived stressfulness (from 0 = not stressful to 3 = very stressful) of 93 student behaviors. These 93 behavior descriptions stemmed from the Developmental Behavior Checklist (Einfeld and Tonge, 1995). Results suggest behaviors endangering the student or others, such as kicking, hitting, biting, or talking about suicide, were rated as most stressful. Behaviors from the domain disruptive/antisocial behaviors were reported as most stressful and behaviors from the domain of communication disturbance as least stressful. Implications for work-related stress prevention in relation to different types of student problem behaviors for special needs school teachers are discussed.

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Stress among Special Education Teachers in Malaysia

Cited by 38 publications

References 7 publications

Factors Influencing Use of Monsoonsim Business Simulation by UTM Undergraduate Students

Factors Influencing Use of Monsoonsim Business Simulation by UTM Undergraduate Students

Coping Strategy on Recidivism Prisoners in Penitentiary Class II B of Garut, West Jawa Indonesia

Students' Problem Behaviors as Sources of Teacher Stress in Special Needs Schools for Individuals With Intellectual Disabilities

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