Teachers' Well-Being and Attitude towards the Inclusion of Special Needs Education (SNED) Learners

Teachers’ well-being and attitude on integrating students with special needs education (SNED) are essential for the smooth operations of equitable, high-quality education. This study sought to investigate the degree of well-being and disposition of teachers toward integrating SNED students into regular classes, to ascertain whether the qualities of the teachers and their well-being significantly correlate and to identify which of the teachers’ well-being singly or in combination anticipate the attitude of the teacher(s) concerning SNED students being included in regular classrooms. In this study, a descriptive-correlational and causal research design were employed. A researcher-made questionnaire that underwent validity and reliability testing was utilized to gather the data needed from the one hundred twelve (110) respondents from Bulua National High School, Cagayan de Oro National High School, and Lapasan National High School, the three (3) major secondary institutions in the Cagayan de Oro City Division. This investigation employed ANOVA T-Test, Multiple Linear Regression, Frequency, Percentage, Mean, and Standard Deeviation as statistical tools. The findings showed that teachers are primarily between the ages of 41 and 50, with bachelor's degrees, with 8-10 years of service, predominantly in the Teacher I position. Majority was able to participate in 10 or more days of relevant training. Teachers have good emotional well-being. Length of service has moderate positive correlation with teachers’ mental well-being while physical well-being is a predictor of teachers’ attitude concerning the integration of SNED learners. Thus, teachers need to always foster positive attitude to SNED learners to sustain their well-being as part of inclusive education.