INCLUSIVE EDUCATION: THE IMPACT OF PROFESSIONAL STRESSORS ON TEACHERS’ PSYCHOLOGICAL HEALTH

This article considers the psychological health of teachers in the conditions of inclusive education. The basic concepts and provisions on the topic are established. The main factors causing professional stress of teachers in the conditions of inclusive education are determined and the level of psychological well-being of teachers is assessed, in comparison with teachers who are not engaged in inclusive education. The results of the questionnaire survey to study the impact of inclusive education on professional stressors and psychological health of teachers showed that teachers of the first group show a lower assessment of their psychological well-being, compared to teachers who are not engaged in such training. Also, the teachers of the first group have higher levels of both reactive and personality anxiety. The results of observation of teachers show that teachers involved in inclusive education face stressful situations quite often, and most of them are conflicts with students and high demands of administration. Emotional manifestations are recorded in half of cases and are accompanied by high anxiety and moderate fatigue. All this suggests the importance of an integrated approach to support the psychological health of teachers working in an inclusive environment. On these conditions, practical recommendations are proposed. Keywords: inclusion, inclusive education, professional stressors, teachers, pedagogical health, psycho-emotional instability.