STRESS, ANXIETY AND DEPRESSION AMONG TEACHERS IN INCLUSIVE EDUCATION
ДОИ:
https://doi.org/10.47054/h32pgh50Клучни зборови:
teachers, inclusion, children with disabilities, stress, anxiety, depressionАпстракт
Teachers working in inclusive classrooms experience numerous challenges that make them especially vulnerable to psychological difficulties such as stress, anxiety, and depression. The aim of this study was to examine the levels of stress, anxiety, and depression among teachers working in inclusive classrooms. The sample consisted of 31 teachers employed in mainstream primary schools, and symptoms were assessed using the Depression, Anxiety and Stress Scale (DASS‑21). The research results showed that teachers working with children with disabilities exhibit a certain level of stress, anxiety, and depression, which are beyond or at the limit of acceptable values. Although no statistically significant gender differences were found, female teachers reported slightly higher levels of symptoms. The results highlight the need for continuous support and professional development of teachers in inclusive settings. Ensuring adequate training, reducing workload, and improving support systems may significantly contribute to the mental well‑being of teachers. The study suggests that mental health should be considered a priority within inclusive education policies to ensure high‑quality teaching and positive outcomes for both students and educators.
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