بررسی مقایسه ای رابطه بین سبک زندگی و سبک‌های مقابله با استرس با فرسودگی شغلی آموزگاران آموزش و پرورش استثنایی و عادی شهر بیرجند

  The purpose of this research is to comparatively analyze between the life style and stress-coping style with the occupational burn out in the board of education’s exceptional and normal teachers in the city of Birjand in the academic year of 89-90. The pool of study included 507 women and 126 men in the normal schools and 39 women and 4 men in the exceptional schools. Because of the lack of enough exceptional teachers, all of them were selected in the normal school teachers’ group based on Morgan chart, 170 women and 39 men were selected. In the normal teachers’ group, the sample was selected in a clustering method the data were attained through three questionnaires of Kern life style, short form for intensive stress coping scale (CISS-21) and occupational burn out questionnaire. To respond to the six major theories and six minor theories of the research and the correlation of the variables the multi-variable Regression statistical methods and the two-group were used. The results of the research indicated there was a significant correlation between the control components with the variable of personality morphosis and between idealism with the personal adequacy in exceptional teachers.   Also, there was a significant correlation between the expectation component and idealism with the exhaustion of excitement and between the idealism component and control with the feeling of personal adequacy in normal teachers. There was not any significant difference between the mean of the styles of coping stress, occupational exhaustion and life style in male and female teachers.   The mean of personal efficiency feeling, life style and the components of expectation and self-esteem in normal teachers compared to the exceptional one was significantly more, but the difference between the mean of stress confrontation in exceptional teachers and the normal one was not significant. It is recommended that stress management to be considered as a permanent program for teachers to prevent occupational burn-out.