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. 2022 Jul 29;12(8):261.
doi: 10.3390/bs12080261.

Teachers' Mental Health and Their Involvement in Educational Inclusion

Silvia Salinas-Falquez  1 , Carlos Roman-Lorente  2 , Mirela Buzica  2 , Joaquín Álvarez  2 , Nieves Gutiérrez  2 , Rubén Trigueros  2
Affiliations

Teachers' Mental Health and Their Involvement in Educational Inclusion

Silvia Salinas-Falquez et al. Behav Sci (Basel). .

Abstract

Teaching is one of the most stressful work contexts, psychologically affecting professionals. The objective of this study is to analyse the effect of the frustration of NPB basic psychological needs, resilience, emotional intelligence and inclusion from the perspective of teachers in the time of the COVID-19 pandemic. The study is carried out with 542 teachers of therapeutic pedagogy and special educational needs using the Psychological Need Thwarting Scale PNTS questionnaires as a research method, the Resilience Scale (RS-14), the Trait Meta Mood Scale 24 (TMMS-24), the Maslach Burnout Inventory, and the Index for Inclusion. The results revealed positive correlations, on the one hand, between the factors of frustration among themselves and with burnout and, on the other hand, the positive correlation between emotional intelligence, resilience and the inclusion index. In conclusion, the resilience of teachers plays a protective role in the inclusion of students with SEN in the face of emotional exhaustion and the frustration of psychological needs.

Keywords: Index for Inclusion; emotional intelligence; frustration of basic psychological needs; resilience.

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Conflict of interest statement

The authors declare no conflict of interest.

Figures

Figure 1
Figure 1
Structural equation model showing the relationships between variables. Note: ** p < 0.01; *** p < 0.001.
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This research received no external funding.

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