School of Education


Doctor of Education in Curriculum & Instruction (EdD)


Laura Mansfield


Teacher stress, self-efficacy, experience, Teacher Stress Inventory (TSI), Teacher Sense of Efficacy Scale (TSES)




The purpose of this quantitative, correlational study was to identify the relationship between stress levels, years of experience, and feelings of self-efficacy for special education teachers in central Tennessee. High levels of stress for special education teachers have impacted classrooms and education systems in recent years. This study built on previous and existing research on special education teacher stress by studying how stress impacts feelings of teacher self-efficacy for special education teachers and whether years of teaching experience plays a role in this. The 74 participants came from a convenience sample of elementary, middle, and high school special education teachers at an urban school district in Central Tennessee. The study utilized the Teacher Stress Inventory (TSI) to measure stress scores and the Teacher Sense of Efficacy Scale (TSES) to measure self-efficacy. Data from these instruments were collected using an online survey sent by email to potential participants and were analyzed using a multiple linear regression. The study’s results showed no statistically significant relationship between the stress subscale scores, self-efficacy scores, and years of experience. Further research on this topic is suggested as the present study was limited to certain subscales of the TSI. Recommendations for future research also included a larger sample size, the use of different instruments, and expanding the geographical area of participants.

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