Teaching in an Inclusive Environment: An examination of stress and its impact to Teachers’ Well-Being
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Abstract
This study investigated stress levels, coping strategies, and the effects of stress among 122 general education teachers managing inclusive classes at Mandaue City Central School, using a complete enumeration approach. Employing a descriptive correlational design, teachers completed a survey assessing their profile characteristics, perceived stress, coping strategies, and overall well-being. Data were analyzed using descriptive statistics and Pearson's r correlations. Results indicated that the majority of respondents were experienced female teachers with advanced degrees; however, more than half lacked formal training in inclusive education. Teachers reported moderate overall stress levels, with primary stressors identified as teaching students with special needs and managing excessive workloads. Coping strategies were moderately employed, with time management and peer support being the most frequently utilized approaches, while professional counseling was the least used. The impact of stress was also moderate, particularly manifesting as feelings of being overwhelmed and exhausted due to workload demands. Correlational analyses revealed a weak but statistically significant positive relationship between stress levels and the use of coping strategies, as well as a moderate positive correlation between stress levels and their impact. Based on these findings, the study recommends implementing a tailored intervention plan to address these specific challenges and to guide educational leaders in enhancing teacher well-being and effectiveness within inclusive classroom settings.