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Journal of Early Intervention
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Stress: Perceptions of Environmental Characteristics and Events

Stephen W. Stile

Special Education and Communication Disorders at New Mexico State University, Las Cruces

Robert E. Wright

Special Education and Communication Disorders at New Mexico State University, Las Cruces

Diana Davis

Department of Special Education and Communication Disorders

Bill Moore

Special Education Department in the Teaching Research Division of the Oregon State System of Higher Education

Torry Piazza Templeman

Teaching Research Division of O.S.S.H.E

Jane Toews

Teaching Research Division of O.S.S.H.E

Tish Wilson

Community Development Institute, Albuquerque, New Mexico

Two groups of early childhood special educators (N = 325) were surveyed with regard to their perceived levels of stress in relation to 25 selected environmental characteristics and events. The results indicated that both groups associated the highest levels of stress with salary and benefits, time management, level of family support, multiple responsibilities, interagency support, and attitudes toward their programs. The lowest levels of stress were associated with availability of student evaluation data, the evaluator's visit, staff philosophies, team membership, and student absenteeism. Application of the Mann-Whitney U-Test for independent samples indicated no significant difference (P > .05) between the ranked measures for the two groups.

Journal of Early Intervention, Vol. 12, No. 1, 77-83 (1987)
DOI: 10.1177/105381518701200109
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