Inclusion in Israel: coping resources and job satisfaction as explanatory factors of stress in two cultural groups
Article first published online: 23 JUL 2012
© 2012 The Author. Journal of Research in Special Educational Needs © 2012 NASEN
Journal of Research in Special Educational Needs
How to Cite
Braun-Lewensohn, O. (2012), Inclusion in Israel: coping resources and job satisfaction as explanatory factors of stress in two cultural groups. Journal of Research in Special Educational Needs. doi: 10.1111/j.1471-3802.2012.01241.x
- Article first published online: 23 JUL 2012
- Coping resources;
- special education;
- regular class;
The aim of this study was to explore the differences between the two cultural groups of Jewish and Arab teachers on several variables and to analyse their link to stress. Specifically, I examined sense of coherence (SOC), sense of school community and job satisfaction among regular Jewish and Arab teachers in regular schools and classes who have special education students in their classes. Furthermore, I investigated how the different coping resources – SOC and sense of school community – explain the stress reactions of state anxiety and state anger directly and indirectly via job satisfaction and also the direct prediction of stress by job satisfaction.
Data were gathered from 634 Jewish and Arab teachers (80% Jews) who completed self-report questionnaires that measured SOC, sense of community, employee satisfaction inventory, state anxiety and state anger.
Differences in SOC and sense of school community were found between the two groups such that Jews reported stronger SOC, and Arabs reported stronger sense of school community. Further differences were revealed in the links of the different coping resources to stress reactions. The results are discussed against the backdrop of cultural background and the salutogenic model.