Background: Teaching the students with intellectual disability always needs so much energy and motivation. The present research has been fulfilled with the objective of evaluation of the occupational stress and occupational satisfaction among the teachers of students with intellectual disability and teachers of regular students.

Method: This causal-comparative research has been performed on 120 female and male teachers (60 teachers of students with intellectual disability and 60 teachers of regular students) occupied in teaching in primary schools of Rasht city in 2015-2016. Sampling method was fulfilled through accessible method and in order to data collection, the Scale of Occupational Satisfaction of Barry Field & Ruth (1951) and Occupational Stress of Saffarzadeh (1998) were used.

Results: Results of Two-way Analysis of Varíance (ANOVA) indicated that there is significant difference between the teachers of students with Intellectual Disability and regular students in occupational satisfaction (P<0.001) but there is no significant difference in occupational stress of two groups (P>0.05) and female teachers experience less occupational satisfaction and higher occupational stress than male teachers (P<0/01).

Conclusion: On the basis of the results of the research, we can conclude that teaching the students with intellectual disability has negative effect on occupational satisfaction of the teachers due to the problems and challenges produced for the teachers. Therefore, we can increase their occupational satisfaction through providing more welfare facilities and struggle in order to decrease the disturbances and problems of the teachers of students with intellectual disability.