Adapted Physical Education Teachers’ Sources of Stress and Coping Strategies
DOI:
https://doi.org/10.18666/TPE-2025-V82-I3-12312Abstract
Grounded in role stress theory, this study aimed to examine the sources of stress and coping strategies among adapted physical education (APE) teachers. A total of 15 (10 female, five male) APE teachers with six to 31 years of teaching experience participated in this study. Data were collected by conducting semi-structured interviews and collecting personal narratives. As a result of data analysis, the following five themes emerged: (a) highly demanding workloads, (b) meeting the needs of students with disabilities, (c) the shortage of paraprofessionals, (d) a lack of understanding and recognition of APE, and (e) supportive colleagues. Implications for minimizing APE teachers’ stressors and future research directions are also discussed.
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