Abstract
Children with special needs who attend SDS Woodlands Montessori are a source of stress for their
teachers. In addition, the high demands of work from the school and parents of students can add to the
feeling of stress on teachers of children with special needs. To deal with stress, the ability to overcome it is
needed, which is called Coping Stress. This study aims to see Coping Stress in teachers who teach children
with special needs at SDS Woodlands Montessori. The design of this study is quantitative descriptive, which
uses saturated sampling techniques. With a total sample of 25 teachers at SDS Woodlands Montessori.
The reliability level of the Coping Stress data analysis tool is (α) = 0.920 with 28 valid items. From the results
of statistical tests, it was found that out of 25 SDS Woodlands Montessori teachers, more were using Coping
Emotion-focused coping stresses were 52%, compared to teachers who had problem-focused coping by
48%. In this study there was no association between stress coping with education, age and gender. Other
findings in this study showed that teachers in early adulthood used more emotion-focused coping while
teachers in middle adulthood all used problem-focused coping.