A Study On The Work Stress And Coping Strategies Of Teachers In Primary School Inclusive Education Class

Inclusive class teachers are the concrete implementers of the development of inclusive education.The working experience of inclusive education teachers directly affects their physical and mental health and work input,thus affecting the effectiveness of the development of inclusive education.With the continuous promotion of inclusive education in our country,the differences among students in inclusive classes are getting larger and larger.In the face of students' increasingly complex and diverse special education needs,the work pressure of teachers should not be ignored.Based on stress theory and teacher stress model,this study investigates the work stress and coping strategies of teachers in inclusive education classes in general primary schools in G district of Dalian,in order to clarify teachers' work difficulties,reduce teachers' work stress and provide assistance for the development of inclusive education in schools.Based on the literature review of previous studies on teachers' stress and coping strategies,this study initially constructs the dimensions of job stress and coping strategies for teachers in inclusive classes.A survey was conducted among 154 teachers of integrated education classes in more than 10 primary schools in G district of Dalian by self-designed "Job Stress Questionnaire for Teachers in Inclusive Classes in Primary Schools" and "Stress Coping Questionnaire for Teachers in Inclusive Classes in Primary Schools".Data collection and analysis are carried out on the degree,source and use of coping strategies of teachers in inclusive classes in the region.The influencing factors of teacher stress are discussed in combination with the study of teacher interviews.The following conclusions are drawn from the study:1.The construction of the job stress and stress coping questionnaire for teachers in inclusive classes is ideal.The job stress questionnaire is composed of four factors:Administrative affairs,students' challenging behaviors,students' learning problems,attitudes and cooperation.The stress coping questionnaire consists of four factors:Emotional adjustment,seeking support,negative avoidance and problem solving.The teacher stress questionnaire for inclusive classes has good reliability and validity,and can be used as a relevant research tool to explore the teacher stress for inclusive education.2.The teachers of the primary school integration class in G area do have certain work pressure,especially,the academic and challenging behavior problems of special students constitute the main source of stress of the inclusive class teachers,and the lack of ability of teachers in the integration education is an invisible stressor.The attitudes of parents,ordinary students and teachers' daily administrative work also affect teachers' stress feelings to some extent.Individual and environmental factors such as young and middle-aged teachers,head teachers and the excessive number of special students in the class will aggravate the work pressure of teachers.3.Teachers of inclusive classes in primary schools in district G can effectively use various coping strategies when facing pressure,not escape from difficulties and pressures,and actively use problem-solving strategies.Influenced by teachers' age and position factors,teachers also have slight differences in stress coping strategies.Young teachers are limited by experience and their own abilities and seek more support to cope with the pressure.On the other hand,because of the responsibility requirements of the work role,the head teacher is more inclined to adopt problemsolving strategies to deal with the pressure.The study also puts forward some suggestions to promote the healthy development of integrated education.First,schools and education departments should attach importance to internal and external support for teachers in inclusive classes.In the school,we should strengthen the learning and cooperation among teachers,optimize the class structure,and reduce the workload of teachers in inclusive classes.Outside the school,we should break the development situation of the two-track system of general education and special education,and develop cooperation channels so as to realize the linkage and coordinated development of general education and special education.Secondly,for individual teachers,first,they should strengthen the training of their professional qualities and abilities,actively improve their generaleducation knowledge and skills,and prepare for the academic and behavioral problems of special children.Second,teachers should improve their individual cognition and beliefs,respect and trust students,discover their strengths and advantages,and establish positive and healthy student and work values.