Teacher Stress During the Career Transition of Students With ASD

This study examined teacher stress during the career transition of students with autism spectrum disorders (ASD), focusing on role overload, role ambiguity, and role conflict. A quantitative cross-sectional research design was used to explore the teachers' stress and demographic variables that predicted stress. The sample included 140 teachers in both the public and the private secondary schools. The results showed that role overload was the major cause of stress. This study found that teachers experienced moderately levels of stress across all dimensions. Teachers indicated that role overload was their major source of stress, indicating that teachers consistently felt devastated by the magnitude and pace of transition responsibilities. Role ambiguity and role conflict were also reported as factors that contribute to teachers' stressful experiences, but at a lower level.