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Various factors of motivation contribute to the performance capacity of special educators. The general purpose of this study is to assess the impact of stress on the motivation level of special educators through a quantitative analysis. We conducted a descriptive-analytical model of a cross-sectional study involving 154 special educators from 15 schools in Uttarakhand, northern India. Teacher's Occupational Stress Scale (TOSS) and Teacher Motivation Scale (TMS) were used to collect data. Motivation has been identified as an enabling factor that can help special educators to perform a rather stressful job without hindering the proper teaching-learning process within the institutional environment. On the other hand, stress hinders mental stability, limiting the capacity of the special educators to stay focused and motivated to play their job roles effectively. This study also analyses the level of occupational stress in special educators and has been conducted by measuring the variables related to motivation, stress, and anxiety. The study's key findings indicate that the level of occupational stress is intricately related to the workplace environment and the learning capacity and attitude of the students. Lack of cooperation and interest among students impacts the motivation level of special educators. Additionally, excessive work pressure and lack of rest contribute to the rise of stress, which impacts the motivation of educators. The paper further analyses various stress management strategies that have been recommended for reducing the level of stress and enhancing motivation in special educators.
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