Teachers’ Attitude and Burnout of Teachers Handling Inclusive Classes
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Abstract
The research conducted at Babag National High School – Senior High School examined attitudes and burnout among general education teachers handling inclusive classes. The study used a descriptive-correlational research design with 37 randomly sampled respondents. It assessed teachers' attitudes towards inclusive classes using an adapted questionnaire and measured burnout levels using a modified questionnaire focusing on emotional exhaustion, depersonalization, and personal achievement. Key findings indicated that most teachers were female, aged 24-33, with many possessing master's units and having 1-5 years of experience. Teachers generally held positive attitudes towards inclusivity but also experienced moderate emotional exhaustion, low depersonalization, and high personal achievement burnout levels. Statistical analysis showed no significant relationship between attitudes and emotional exhaustion or depersonalization but revealed a significant relationship with personal achievement burnout. The study suggests further research in varied contexts to validate these findings. Recommendations include initiatives to support teachers in valuing diversity through funding, policy enhancements, professional development, administrative backing, and inclusive education tools to alleviate burnout. These efforts aim to empower future educators and enhance their capacity to effectively manage inclusive classrooms.
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