The purpose of this study was to find out how teacher identity, which is internally formed by special education teachers, affected by job stress, and the analysis was conducted after selecting 171 special education teachers serving in special schools and special classes nationwide. The results of the study showed that, first of all, there were no significant differences in occupational identity in the types, sex, school grades, or educational background of the work force, such as special schools or special classes. By analyzing the occupational identity characteristics of the study subjects into three cluster types, the three groups were classified as lower identity, middle identity, and upper identity, focusing on the degree and tendency of establishing identity, and each cluster showed a uniform distribution of numbers by sub-region. Second, task stress tests by special education teachers showed significant differences in gender factors. The survey results showed that women s special education teachers are under more job stress than men s special education teachers. The results of a cluster analysis at the task stress level were divided into groups of internal and external attribution of stress factors, and groups of general attribution. All clusters had a high parent-related stress score. Third, it has been shown that the special education teachers sense of mission in particular has a significant incompatibility between task stress in the influence of professional identity of special education teachers on job stress. This contrasts with pride, persistence, job mismatch of individuals, and unity and empathy that do not show any particular correlation with stress. This can be said to show that teacher mission is an important variable in controlling and managing job stress for special education teachers.