Subjective Vitality and Occupational Stress among Special Educators

Special education is necessary to provide healthy and friendly environment in and outside the school for each student with disability. Special education services are designed to help the child with specific disability to learn skills that other children learn during general education settings. The teachers who helps the student with specific disability may undergo occupational stress and to a extend it is necessary for them to have subjective vitality. Subjective vitality is defined as ones conscious experience of possessing energy and aliveness. The individuals who have moderate subjective vitality is characterized by full of energy, enthusiasm, aliveness and weariness. Occupational stress is the stress the individual undergo during their work conditions. The present study is an attempt to find out the relationship between subjective vitality and occupational stress and also to find out there is any significant difference exist between Subjective vitality and occupational stress. Data were collected from 60 special educators using random purposive sampling method. Two scales were used in the study. Subjective vitality scale was developed by Ryan and Fredrick (1997) to measure the subjective experience of being full of energy and alive. Occupational stress scale was developed by Dr. A. K Srivastava and Singh and it intends to measure the extent of stress which employees perceive from various conditions of their job. Independent t-test and Product moment correlation were used to generate results. The results shows that educators between age limit 40 60 have less occupational stress compared to educators within the age limit 20-40. The results also shows that experienced teachers have high subjective vitality than less experienced teachers. The findings show that there was no correlation between occupational stress and subjective vitality.