ISSN: 2226-6348
Open access
The study was conducted to look at the level of depression, anxiety, stress and job satisfaction among Special Education teachers in Special Education Schools around Kuala Lumpur. Mental disorders are defined as health conditions related to emotional change, depression, and post-traumatic stress. Mental retardation is often associated with difficulties and problems in dealing with social life and family activities (Parekh 2018). A total of 96 respondents consisting of teachers and assistant teachers were involved in this study. This study aimed to look at the relationship between depression, anxiety and stress on job satisfaction. Relationships were also seen in terms of age demographics, Area of residence, and duration of service to teacher job satisfaction. Differences in gender demographic factors and travel distance to work satisfaction were studied. The measurement instrument used in this study was the Depression, Anxiety and Stress Scale (DASS) survey to measure levels of depression, anxiety and stress. Meanwhile, the Job Satisfaction Survey (JSS) gauge is used to measure employee satisfaction levels. Survey data were collected and analyzed using descriptive statistics and inferential statistics methods. Descriptive statistical methods were used to describe and explain the frequency and percentage of each variable involved. Meanwhile, statistical inference methods were used to examine the relationship between depression, anxiety, stress and job satisfaction through the Pearson Correlation test. The results of this study showed there is no significant relationship between depression, anxiety and work stress and job satisfaction. This study will positively impact the Ministry of Education (MOE) on the mental health of Special Education teachers.
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In-Text Citation: (Azizi & Abdullah, 2021)
To Cite this Article: Azizi, M. Z. F. B. M., & Abdullah, N.-A. (2021). Depression, Anxiety, Stress Ratios and Job Satisfaction in Special Education Schools in Malaysia. International Journal of Academic Research in Progressive Education and Development, 10(1), 686-699.
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