Factors affecting workload balance and workplace resiliency among teachers in the implementation of special needs education programs

Balancing workloads and fostering workplace resilience among special needs education teachers hinge on several fundamental factors. This research investigates into the critical elements such as effective administrative support, clear workload guidelines, timely feedback, sufficient resources, and fair workload distribution. The confidence in accommodating student needs, feeling well-supported, and comprehensive teacher training further amplify these dynamics. Workplace resilience thrives on adaptable curricula, collaborative stakeholder planning, and personal well-being practices. To uncover these insights, a quantitative study was conducted, distributing thirty (30) questionnaires among public and high school special needs education teachers in Tayabas City, Lucena City, and Sariaya, Quezon in the Philippines. The collected data was thoroughly analyzed using factor analysis and secondary statistical tools which are weighted mean, analysis of variance, and percentages. Factor Analysis was utilized as the main statistical tool, with assumptions verified through Bartlett’s Test of Sphericity, the KMO measure of sampling adequacy, and Eigenvalues, illuminating the key factors influencing workload balance and workplace resilience. This study not only identifies the significant determinants impacting special education teachers but also offers actionable recommendations to enhance their effectiveness and sustainability in their fundamental roles. By addressing these findings, the research paves the way for a more supportive and resilient work environment for special needs education teachers and provides valuable insights for educational institutions, school administrators, and policymakers.