Teachers’ Mental Health and Their Involvement in Educational Inclusion

Silvia Salinas-Falquez; Carlos Roman-Lorente; Mirela Buzica; Joaquín Álvarez; Nieves Gutiérrez; Rubén Trigueros

doi:10.3390/bs12080261

Behavioral Sciences (Jul 2022)

Teachers’ Mental Health and Their Involvement in Educational Inclusion

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

Affiliations

Silvia Salinas-Falquez: Department of Psychology, University of Guayaquil, Guayaquil 090514, Ecuador
Carlos Roman-Lorente: Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain
Mirela Buzica: Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain
Joaquín Álvarez: Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain
Nieves Gutiérrez: Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain
Rubén Trigueros: Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain

DOI: https://doi.org/10.3390/bs12080261
Journal volume & issue: Vol. 12, no. 8
p. 261

Abstract

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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.

Published in Behavioral Sciences

ISSN: 2076-328X (Online)
Publisher: MDPI AG
Country of publisher: Switzerland
LCC subjects: Philosophy. Psychology. Religion: Psychology
Website: http://www.mdpi.com/journal/behavsci

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Abstract

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