Inclusive education: effects on teacher stress related to self-efficacy, life orientation, education level and student volumes
No Thumbnail Available
Higher Diploma in Arts in Psychology
Dublin Business School
Items in Esource are protected by copyright. Previously published items are made available in accordance with the copyright policy of the publisher/copyright holder.
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