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Aim and Background: Among the professions, teacher's job can be described as experiencing excessive stress and exhaustion. The aim of this study was to investigate the mediating role of perceived stress in the relationship between social problem solving styles and quality of work life among the teachers of exceptional children schools. Methods and Materials: In this descriptive correlational study, the statistical population included all teachers of exceptional children schools in Guilan Province, Iran, during the first semester of the educational year of 2016-2017. 250 teachers were selected via convenience sampling method. The study tools included Social Problem-Solving Inventory-Revised (SPSI-R), Perceived Stress Scale (PSS), and Quality of Work Life Questionnaire. Data were analyzed using structural equation modeling. Findings: Positive significant indirect effect of efficient problem solving dimension on quality of work life was approved (β = 0.297, P < 0.01). Therefore, it was concluded that perceived stress mediated the relationship between efficient problem solving and teachers’ quality of work life. Conclusions: Effective social problem solving, as a result of increasing endurance and logical solving of problems, may reduce the perception of everyday stress in teachers, and improve the quality of their professional life.

Keywords: Exceptional children, Problem solving, Stress, Teachers, Work life

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