Abstract
The purpose of this study was to investigate if there was a difference in the stress levels of teachers that teach an inclusive classroom (the target group) in comparison to teachers that do not (the control group). In so doing a number of other variables were examined for significant relationships with the stress experienced by teachers of an inclusive classroom, including the teachers' perceived self-efficacy, life orientation, education level taught and the number of special needs students in the classroom. A survey method was used on a convenience sample from 5 schools, 150 questionnaires were distributed but only 73 responses were received. Results indicated no significant difference in the stress levels between the two groups however a significant relationship was found between teacher stress and perceived self-efficacy (r(49)=-.401, p=.004). Implications for teaching resources and further professional development issues are discussed within. Author keywords: stress, teachers, self-efficacy, life orientation, inclusive education
