Introduction: The aim of this study was to determine the role of job stress and job satisfaction in predicting job burnout in teachers of students with special needs in Shiraz, Iran. Methods: The sample included 136 teachers of students with special needs that were selected through convenience sampling. For data collection, the Burnout Inventory, Job Stress Questionnaire, and the Minnesota Satisfaction Questionnaire were used. Data were analysed using Pearson correlation coefficient and simultaneous multiple regression. Results: The results showed that job stress positively and significantly predicted job burnout and job satisfaction negatively and significantly predicted job burnout. Conclusion According to the findings of this study, it is suggested that organisations related special education field to design and develop appropriate educational and supportive programs (such as holding workshops on stress management in the workplace, providing free counseling and psychological services, identifying individual and environmental factors affecting job satisfaction in teachers of students with special needs, helping to increase their job satisfaction, providing assistants for these teachers, and etc.). This will increase job satisfaction and reduce job stress in teachers of students with special needs. In this way, the burnout of teachers of students with special needs will be reduced.

Introduction: Teaching is among the careers which are associated with a lot of stress. Occupational or job stress is an unfavorable mental state which is caused by the workplace environment and can seriously impede employees’ performance. Objectives: The purpose of this research was to compare occupational stress among general and special school teachers. Methods: 84 teachers (42 were general school teachers and 42 were special school teachers) from Jahrom, Iran were selected as study samples. Special school teachers and general school teachers were chosen using convenience sampling and multistage random sampling methods, respectively. Parker and DeCotiis’s job stress scale was used to assess job stress. The collected data were analyzed by two-way analysis of variance (ANOVA) and multivariate analysis of variance (MANOVA). Results: Results showed that job stress and its subscales were significantly higher among general school teachers than special school teachers (p <0.05); however, there was no significant difference between male and female teachers in terms of job stress and its subscales (p<0.05). Conclusion According to the findings of this study, the Ministry of Education is recommended to prevent job stress by improving the level of services where general school teachers work and holding workshops with the aim of offering teachers some coping strategies to deal with stress in schools.

Introduction: This study aimed to compare coping strategies in children of parents deceased from cancer and children of parents healed from cancer in the city of Shiraz, Iran. Methods: One-hundred and fifteen people [58 children of parents healed from cancer and 57 children of parents deceased from cancer] were recruited in this study via a convenience sampling method. Coping Inventory for Stressful Situations was used to measure different types of coping strategies [task-oriented coping strategy, emotion-oriented coping strategy, and avoidance coping strategy]. Conclusion This study highlights the importance of coping strategies in families with a cancer parent which demands the importance of teaching appropriate coping strategies in order to reduce the adverse consequence of cancer in the family.