Exploring Teachers’ Attitudes and Burnout in Inclusive Classrooms
Keywords:
Attitudes, Burnout, Descriptive Correlational Design Emotional Exhaustion, Depersonalization, Personal, Self-efficacy, Special Education Classroom, Teacher Attitudes,Abstract
This research, conducted at Cebu Technological University Main Campus in Cebu, Philippines, focused on exploring the attitudes and burnout levels of general education teachers in managing inclusive classrooms at Bato National High School. Using a descriptive correlational design, the study surveyed 41 teacher respondents to assess their profiles, attitudes towards inclusion, and levels of burnout. The results highlighted a predominance of female teachers with master's degree units and varied teaching experience. While the teacher respondents exhibited strong positive attitudes towards inclusive education, the study also revealed notably high levels of emotional exhaustion and moderate depersonalization, despite their frequent experiences of personal achievement. An interesting finding was the statistically significant relationship identified between teachers' attitudes towards inclusive education and their levels of emotional burnout. In light of these results, the research aims to address crucial professional development aspects by enhancing teachers' comprehension and positive outlook towards inclusive education. The proposed strategies include mitigating burnout factors through targeted activities for professional development and the establishment of supportive systems within schools.
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