This research, conducted at Matab-ang National High School in Toledo City, Cebu Philippines, assessed the attitudes and burnout levels of general education teachers in inclusive classrooms. Employing a descriptive correlational research design, the study examined demographic profiles, including years of teaching experience and attitudes towards inclusion. A structured questionnaire adapted from Wilkerson (2012) and Maslach et al. (1997) served as the primary research instrument. It was administered to a predominantly female teaching cohort aged 34 to 43 years, with 6 to 10 years of teaching experience, the majority of whom had completed master's degree units. Findings revealed predominantly positive attitudes towards inclusive education, emphasizing classroom adaptations and collaboration despite concerns about student readiness. Teachers reported moderate emotional exhaustion and low depersonalization, coupled with high personal achievement, illustrating their dedication to inclusive learning environments. Correlation analysis identified a modest positive link between positive attitudes towards inclusion and emotional exhaustion, underscoring the need for targeted interventions to manage workload and provide emotional support. The study recommended enhancing educator competencies through tailored professional development to mitigate burnout and enhance effectiveness in inclusive classrooms, offering insights into the challenges educators face and proposing strategies for sustainable inclusive practices.
Special Education Classroom, Teacher Attitudes, Burnout, Emotional Exhaustion, Depersonalization, Personal Achievement, Self-efficacy, Descriptive Correlational Design
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