20.500.12556/DKUM-92086 Perceptions of stress among primary school teachers teaching students with special educational needs Despite inclusive education being high on the agenda of educational systems worldwide and part of international legislation and policy, particularly the 2030 Agenda for Sustainable Development, which emphasises inclusion and equality as the basis for quality education for all, there is still a need to identify how teachers in regular schools who teach students with special educational needs (SENs) experience their work. This study investigates the most significant stressors for primary school teachers teaching students with SENs. In addition, this study sets out to determine whether there were differences regarding stress between teachers based on their demographic characteristics and the type of SENs in the students they teach. The empirical study, based on a sample of 120 Slovenian teachers (89.2% females), showed that a lack of professional competency, classroom work, personal beliefs, and the burden of administrative work were the most significant perceived stressors when teaching students with SENs in regular primary school. Regarding students’ behavour and classroom work, different types of SENs were also found to cause significant differences in stress perception. The study revealed that teaching experience and teacher training in SENs could be crucial stress reducers for primary school teachers who teach students with SENs. inclusive education teachers' perception stressors students with special needs primary school inkluzivna pedagogika pogled učiteljev povzročitelji stresa učenci s posebnimi potrebami osnovna šola true false true MDPI Angleški jezik Slovenski jezik Znanstveno delo 2025-03-14 03:18:24 2026-03-09 14:24:23 2026-03-10 03:11:09 0000-00-00 00:00:00 2024 0 0 str. 1-14 št. 7, št. članka 11242 Letn. 16 2024 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 2024-12-19 2024-12-21 37.091:376 220187139 10.3390/su162411242 2071-1050 RAZ_Schmidt_Majda_2024.pdf RAZ_Schmidt_Majda_2024.pdf 1 1A0A2E78431997668C6E8EE1B2BECD66 56c6a96a6aaea6cd699c65f6230de677c80916c0436ec0ca2bea7ced5dea7f65 6e71b413-1bbb-11f1-bf02-00155d580e1a https://dk.um.si/Dokument.php?lang=slv&id=204373 https://doi.org/10.3390/su162411242 0 9c172acb-007a-11f0-9c63-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=189302 Filozofska fakulteta Pedagoška fakulteta 0 0 0