Teacher stress: The impact of teacher attitudes to inclusion and teacher knowledge of autism
Authors
McNamara, Shauna
Issue Date
2024-03
Degree
Higher Diploma in Psychology
Publisher
Dublin Business School
Rights holder
Rights
Abstract
The aim of this study was to explore the relationships between attitudes toward inclusion, knowledge of autism, and stress (general, administrative, and competency-demand mismatch) among teachers currently working with autistic students in the Republic of Ireland. Participants (N = 125) completed an online survey comprised of the Perceived Stress Scale (Cohen et al., 1994), the adapted Autism Awareness Scale (Tipton & Blacher, 2014), the Impact of Inclusion Questionnaire (Hastings & Oakford, 2003), and the Teacher Stress and Coping measure (Forlin, 2001). Significant negative relationships were found between teacher attitude to inclusion and stress (general, administrative, and competency-demand mismatch) (p < .01), and knowledge of autism and stress (administrative) (p < .05). This suggests higher the teacher’s stress, the lower their attitude toward inclusion/knowledge of autism. Results indicate the need for national guidance and training for teachers on how best to support neurodivergence in schools.