Background: Coping stress is one of the occupational challenges of teachers. This study aims to identify and compare coping strategies of single and married teachers of mentally retarded students and normal students in Tehran province.

Method: Research design of this study is causative-comparative. Using cluster sampling method, 200 subjects were selected and assigned into 2 equal groups. Data was collected using the multidimensional coping strategies scale by Livneh, Maron & Kaplan (1996). Data were analyzed by Multivariate Analysis Of Variance (MANOVA), Impact analysis of variance and paired comparisons.

Results: The results show that no significant difference was observed between the coping strategies of single teachers and married teachers (P> 0.05). In addition, deferring coping strategies in teachers of mentally-handicapped students and teachers of normal students was significantly different (P<0.001). While, direct confrontation, trust in divinity and abstention from involvement coping strategies were not significantly different between the two groups of teachers (P> 0.05).

Conclusion: Teachers of mentally-handicapped students utilize the principles of psychology and educational sciences more than teachers of normal students. They try to increase their resistance and improve their practical plans for controlling sources of stress by more utilizing deferring coping strategy.