| Sumario: | Psychological well-being levels of special education teachers can generally vary depending on the stress factors related to their work, workload, student needs and other work-related difficulties. However, there can be a high level of stress and workload among special education teachers in general. Psychological well-being is an important factor in special education. Special education teachers may encounter various obstacles such as students’ behavioral problems. In order to overcome these obstacles, it is important to support teachers’ psychological well-being. Therefore, in this study, it was aimed to examine the psychological well-being levels of special education teachers according to different variables in the Covid-19 pandemic. Descriptive survey model was used in the study. The study group of the research consisted of 133 special education teachers serving in special education schools in the Turkish Republic of Northern Cyprus in the 2020-2021 academic year. In order to collect data, “Demographic Information Form” and “Psychological Well-Being Scale” were used in the study. The analysis of the data obtained in the research was carried out using the Statistical Package for Social Sciences (SPSS) 24.0 program. According to the findings of the study, it was determined that the scores of special education teachers from the Psychological Well-Being Scale were high. It was determined that the difference between the Psychological Well-Being Scale scores of the special education teachers included in the study according to age groups, professional seniority, marital status and daily working time was statistically significant. The scores of teachers in the age group of 40 and over were found to be higher than those of the 20-29 age group. It has been found that teachers with 11-15 years and 16 years and above have higher scores from the scale compared to teachers with less seniority. Married teachers' scores on the Psychological Well-Being Scale were found to be higher than those of single teachers. Teachers who work 1- 5 hours a day scored higher than their colleagues who work 6-10 hours. It was determined that there was no significant difference according to the results of Psychological Well-Being Scale according to gender, educational status and monthly household income.
|
|---|