| Abstract [eng] |
The aim of this thesis is to investigate the psychological well-being of pre-school teachers in the context of changes in the inclusive education system. Participants: 649 preschool teachers. Tools: The World Health Organisation- Five Well-Being Index (WHO-5); CBI – Copenhagen Burnout Inventory; STATIC – Scale of Teachers’ attitudes towards inclusive education; TSES - Teachers’ Sense of Efficacy Scale. Survey also included demographic variables. Participants were asked about their age, length of service, experience working with children with special educational needs, whether they had sufficient knowledge to work with children with special educational needs, and whether they had any chronic diseases. Results: preschool teachers' attitudes towards inclusive education were found to be related to psychological well-being. Psychological well-being is also related to professional burnout. Those teachers who have worked with children with special educational needs have more positive attitudes towards inclusive education and higher levels of professional burnout, and have more of the knowledge needed for this work. Attitudes towards inclusive education, self-efficacy, seniority, and knowledge needed to work with children with special educational needs predict psychological well-being of teachers, but the predictive value is low. It has been observed that teachers with better general well-being feel more effective in their professional activities than colleagues with poor psychological well-being. Results, limitations of the research were discussed, practical recommendations were given. |
