Drivers of Special Education Teachers’ Success in Mainstream Classroom: Investigating the Impact of Job Satisfaction on Teachers' Sense of Wellbeing

Abstract

This study investigated the factors influencing Special Education (SpEd) teachers’ well-being in mainstream classrooms in one of the public schools in Cebu, Philippines. Employing a descriptive- correlational design, the research explored the relationship between job satisfaction and the well-being of teachers involved in inclusive education. Job satisfaction, including aspects like job security, work environment, responsibilities, and community support, were analyzed alongside measures of teacher well-being. The findings indicated a strong positive link between job satisfaction and overall teacher well-being, demonstrating that supportive work conditions significantly enhance the psychological and professional health of teachers. This study highlights the importance of fostering inclusive, supportive educational settings to improve teacher satisfaction and well-being, crucial for effective inclusive education practices. The results suggest that prioritizing teacher needs and creating a nurturing work environment are essential for the success of mainstream inclusion programs.