Dogmatism and its relationship to psychological stresses among special education teachers

Abstract

The purpose of this study was to explore the level of dogmatism and psychological stresses among special education teachers, as well as identify the relationship between the two variables. It also aimed to examine the possible impact of some variables on dogmatism and psychological stress. To achieve the goals of the current study, a quantitative research method was utilized. The study sample consisted of (84) special education teachers. The results showed that there were average level of dogmatism and high level of psychological stress among special education teachers. Moreover, there was appositive relationship between dogmatism and psychological stresses. The results also revealed that there were significant differences in the level of dogmatism based on gender in favor of male, years of experiences in favor of five years or less, and in specialty in favor of autism spectrum disorders. The results also showed that there were no differences in psychological stress based on gender and specialty. However, there was differences based on years of experiences in favor of five years and less. Some recommendations suggestions were proposed based on the results of the study.