The Influence of Teacher Burnout and Instructional Adaptations on the Psychological Well-being of General Education Teachers Handling Learners with Disabilities in Inclusive Classrooms

Abstract

The psychological well-being of general education teachers handling learners with disabilities in inclusive classrooms is a growing concern, particularly as inclusive education expands across the Philippines. This study aimed to examine the influence of teacher burnout and instructional adaptations on the psychological well-being of general education teachers in inclusive classrooms. A non-experimental, descriptive-correlational design was employed, involving 142 teachers selected through total enumeration. Data were collected using validated questionnaires on teacher burnout, instructional adaptations, and psychological well-being. Statistical analyses included descriptive statistics, Pearson correlation, and regression analysis. Findings revealed that teacher burnout was generally low, instructional adaptations were oftentimes observed, and psychological well-being was high. Both teacher burnout and instructional adaptations showed significant relationships with psychological well-being. Regression analysis confirmed that these variables significantly influenced teacher well-being, with burnout being the stronger predictor. The results suggest that emotional resilience and adaptive teaching strategies are essential in sustaining the mental health of teachers in inclusive settings. Institutions are encouraged to implement mental health support and continuous training in inclusive pedagogy to promote well-being and professional effectiveness.