Context: Inclusive education is a widely promoted model in India, yet implementing these policies has raised concerns regarding teacher attitudes and the stress associated with working in inclusive classrooms. Understanding how teachers respond to inclusive education practices, the pressures in implementing inclusive education strategies, and their effect on their stress levels is crucial for addressing the challenges of inclusive education. This study investigates the effect of secondary school teachers' attitudes toward inclusive education on their stress levels, controlling for demographic factors such as gender, experience working with students with special education needs (SEN), and training in inclusive education.
Methods: A quantitative study was conducted among 167 secondary school teachers in Bangalore, India. Hierarchical linear regression analysis explored the predictive role of teachers' attitudes toward inclusive education on their stress levels.
Results: The results revealed that with an increase in teachers' negative attitudes toward inclusive education, there is an increase in teacher stress. While teachers' gender, inclusive education training, and experience working with SEN students did predict teachers’ stress levels, these results are not significant. Teachers’ negative attitudes toward inclusive education positively predict stress when demographic factors are controlled. The changes in the effect of teachers’ attitudes towards inclusive education on teacher stress were more pronounced when demographic factors were controlled.
Conclusion: While positive attitudes toward inclusive education do not directly reduce teacher stress, comprehensive training and practical experience with SEN students are crucial in alleviating stress.