Stress Level and Coping Mechanisms of Teachers in the Implementation of Inclusive Education among the Diverse Learners in Region V
DOI:
https://doi.org/10.65339/ijsair.V2.I2.184Keywords:
Coping Mechanisms, Inclusive Education, Region V, Stress Factors, Teacher StressAbstract
This study examined the stress levels, coping mechanisms, and influencing factors among teachers implementing inclusive education in Region V, Philippines. Anchored on the Transactional Model of Stress and Coping, Ecological Systems Theory, and Adaptive-Responsive Coping Theory for Inclusive Education, the study employed a sequential explanatory mixed-method design integrating descriptive-correlational analysis and narrative inquiry. Data were collected from 184 teachers through a structured questionnaire and from 12 participants through in-depth interviews. Quantitative data were analyzed using descriptive statistics and Spearman Rank Correlation, while qualitative data were examined through thematic analysis. Findings revealed that teachers experience moderate to high levels of stress, primarily driven by classroom diversity, insufficient preparation for learners with disabilities, limited administrative support, large class sizes, and resource constraints. Results further showed that personal and professional variables do not significantly influence stress levels, indicating that stress is largely shaped by situational and systemic factors. Teachers employ both problem-focused and emotion-focused coping strategies, including professional development, instructional adjustments, emotional regulation, collaboration, and intrinsic motivation. Despite these efforts, persistent challenges highlight the need for structured support systems, improved resources, and targeted interventions. The study concludes that strengthening institutional support and enhancing teacher capacity are essential for sustaining inclusive education. It aligns with SDG 4 (Quality Education) and SDG 3 (Good Health and Well-Being) by promoting inclusive learning environments and supporting teacher well-being. The study contributes to educational, institutional, and socio-economic sustainability by informing policies and practices that enhance teacher resilience and improve inclusive education outcomes.
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