Author

Julie Ann A. Ilustrisimo-Zamora*
Cebu Technological University-Main Campus, M.J. Cuenco Ave., cor. R. Palma St., Cebu City, Cebu, Philippines

Lolita B. Ulmido
Cebu Technological University-Main Campus, M.J. Cuenco Ave., cor. R. Palma St., Cebu City, Cebu, Philippines

Claire Antonette C. Cabusa
Cebu Technological University-Main Campus, M.J. Cuenco Ave., cor. R. Palma St., Cebu City, Cebu, Philippines

Kcy Noelle P. Cabagnot
Cebu Technological University-Main Campus, M.J. Cuenco Ave., cor. R. Palma St., Cebu City, Cebu, Philippines

Abstract

This study investigated the interplay of environmental conditions, professional role pressures, and occupational well-being among special education teachers at Guadalupe Elementary School handling learners with special educational needs (LSENs) in inclusive education settings during the 2025–2026 school year. Utilizing a descriptive-correlational research design, data were collected from 30 teachers using a validated survey questionnaire. Descriptive statistics revealed that physical and environmental conditions, including facility resources and psychosocial climate, were generally favorable. However, teachers reported moderate levels of professional role pressures, particularly regarding administrative interference, competency strain in special education curriculum, and insufficient inclusive education exposure. While occupational wellness and satisfaction were high, moderate levels of occupational distress, such as emotional exhaustion, were also present. Correlation analysis indicated no significant relationship between physical/environmental conditions and either role pressures or well-being. However, a moderate inverse correlation was found between professional role pressures and occupational well-being, suggesting that increased role demands predict decreased well-being. The findings underscore that the primary challenge to teacher well-being is not the physical environment but the intensity and nature of professional role demands. The study concludes with the formulation of a targeted action plan, recommending interventions focused on reducing administrative burdens, enhancing competency-based professional development, and implementing support systems to mitigate stress and promote sustainable teacher well-being in inclusive educational contexts.

Keywords: Special Education, inclusive education, teacher well-being, role pressures, environmental conditions, descriptive-correlation, Cebu City, Philippines.

*Corresponding author/ Email: jailustrisimo@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021015

Recommended citation:
Ilustrisimo-Zamora, J. A. A., Ulmido, L. B., Cabusa, C. A. C., & Cabagnot, K. N. P. (2026). Investigating the interplay of environmental conditions, role pressures, and Special Education teachers’ occupational well-being. Pantao (The International Journal of the Humanities and Social Sciences), 5(2), 1796–1818. http://doi.org/10.69651/PIJHSS05021015. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1796-1818. http://doi.org/10.69651/PIJHSS05021015

Read the full text

References

Ahillon, R. C., Jr. (2025). A psychosocial support in public elementary schools. Asian Journal of Current Science, Nature and Energy. https://ejournal.bumipublikasinusantara.id/index.php/ajcsne/article/download/821/651

Al-Edwan, F., Al-Edwan, R., & Al-Edwan, A. (2025). Burnout levels among special education teachers of children with special needs. Research in Pedagogy, 13(1), 45–60. https://www.riped-online.com/articles/burnout-levels-among-special-education-teachers-of-children-with-special-needs

Alipongan, C. R. D. (2025). Competencies, resilience, opportunities, challenges and coping mechanisms of special education teachers teaching learners with special needs. International Journal of Education and Social Science Research, 8(5), 209–239. https://doi.org/10.37500/IJESSR.2025.8515

Allam, M. F., & Martin, N. (2021). Special education teachers’ knowledge and IEP implementation. Journal of Educational Leadership and Management. https://journals.stecab.com/jelm/article/download/409/169/2317

Arao, R. R., & Fontanilla, M. (2024). SPED teachers’ level of competence towards transition program for learners with special educational needs. eJournals.ph. https://ejournals.ph/article.php?id=23751

Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115

Bernaldez, C. G. (2025). Lived experiences of physical education teachers handling students with special needs. eJournals.ph. https://ejournals.ph/article.php?id=26499

Brunsting, N. (2025). An iterative thematic inquiry analysis. RISE Open Journal. https://riseopenjournal.org/article/id/2745/download/pdf/

Bussey, H. C. (2020). Special education teacher burnout: A factor analysis [Doctoral dissertation, Brigham Young University]. BYU ScholarsArchive. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=10253&context=etd

Caggiano, V., Embleton, L., & Smith, R. (2024). Burnout in rural special education teachers of students with low incidence disabilities. University of Louisville Electronic Theses and Dissertations. https://ir.library.louisville.edu/etd/4286

Campado, R. J., Toquero, C. M. D., & Ulanday, D. M. (2023). Integration of assistive technology in teaching learners with special educational needs and disabilities in the Philippines. International Journal of Professional Development, Learners and Learning, 5(1), ep2308. https://doi.org/10.30935/ijpdll/13062

Collie, R. J., Malmberg, L., Martin, A. J., Sammons, P., & Morin, A. J. S. (2020). A multilevel person-centered examination of teachers’ workplace demands and resources: Links with work-related well-being. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00626

Costa, C., Chandarlis, E., & Park, N. (2024). Examining teacher well-being: An analysis of resources needs. International Journal of Changes in Education, 1(2), 63. https://doi.org/10.47852/bonviewijce42022564

Cuadra, J. M. (2023). A qualitative study on the challenges faced by special education teachers. Philippine Social Science Journal, 6(1), 42–56. https://www.philssj.org/index.php/main/article/download/646/299

Dejeron, M. F. M. (2025). Stressors, coping strategies, support and job-satisfaction of special education teachers. Pantao International Journal. https://pantaointernationaljournal.com/2025/09/04/publication-468-stressors-coping-strategies-support-and-job-satisfaction-of-sp/

Dejeron, M. F. M. (2025). Well-being and mental health among overseas Filipino special education teachers. RISE Journals. https://risejournals.org/index.php/imjrise/article/view/587

De Leon, R. (2024). Well-being and mental health among overseas Filipino special education teachers. RISE Journals. https://risejournals.org/index.php/imjrise/article/view/587

Dotimas, J. V. G., Cabias, J. J., Dalumpines, J. R., & Dejeron, M. F. M. (2022). Level of work-related stress and coping mechanism of special education teachers. Asia Pacific Journal of Academic Research in Social Sciences, 9(2), 180–184. https://journal.aide-inc.net/index.php/aide-irj/article/download/62/53

Embleton, L. (2024). Burnout in rural special education teachers: Mixed methods study. Digital Commons @ Liberty University. https://digitalcommons.liberty.edu/doctoral/7166/

Espeño, et al. (2024). Competencies, resilience, opportunities, challenges and coping mechanisms of SPED teachers. International Journal of Education and Social Science Research, 8(4). https://ijessr.com/uploads2025/ijessr_08_1145.pdf

Estorninos, J. B. (2025). Special education teachers’ attitudes and challenges in IEP preparation. eJournals.ph. https://ejournals.ph/article.php?id=25901

Hardies, K. (2023). A survival analysis of organizational turnover in the auditing profession. Maandblad Voor Accountancy En Bedrijfseconomie, 97, 5. https://doi.org/10.5117/mab.97.90216

Hlaďo, P., & Harvánková, K. (2024). Teachers’ perceived work ability: A qualitative exploration using the job demands-resources model. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-02811-1

Hobfoll, S. E., Halbesleben, J., Neveu, J.-P., & Westman, M. (2018). Conservation of resources in the organizational context: The reality of resources and their consequences. Organizational Behavior and Human Decision Processes, 136, 2–17. https://doi.org/10.1016/j.obhdp.2016.03.011

Ilagan, C. C. (2024). Factors affecting workload balance and workplace resilience among special needs education teachers. IIARI Transactions on Research in Psychology. https://iiari.org/wp-content/uploads/trp.v4.2.crc24.1101.pdf

Instabright Gazette. (2024). Challenges and coping mechanisms of special education teachers in the Philippines. Instabright Gazette. https://www.instabrightgazette.com/blog/challenges-and-coping-mechanisms-of-special-education-teachers-in-the

Kara, A., Kayışdağ, E., & Bek, H. (2024). The mediating roles of loneliness at work and burnout in the relationship between career adaptability, organizational commitment, and job satisfaction among teachers. Research Square. https://doi.org/10.21203/rs.3.rs-4000357/v1

Kilag, O. K., Torres, J. L., Mira, J. P., Ramas, G. P., & Peranco, R. E. (2025). The state of special education in the Philippines: Challenges and opportunities for inclusive practices. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence, 2(2), 116–122. https://risejournals.org/index.php/imjrise/article/view/955

Lagata, G. (2022). Gains and gaps of special education program in Region V. e-Saliksik. https://e-saliksik.deped.gov.ph/wp-content/uploads/2022/03/V_2017_Lagata_Gains-and-Gaps-of-Special-Education-Program-in-Region-V.pdf

Li, S., & Yu, S. (2024). The role of Guanxi in fostering adaptability and work engagement among educators in international educational institutions. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1336189

Liberty University. (2024). Exploring job demands and resources of special education teachers. Digital Commons @ Liberty University. https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=8118&context=doctoral

Liu, X. (2020). Occupational stress and employee turnover intentions in accounting firms in China. Western Kentucky University. https://wire.wku.edu.cn/handle/20.500.12540/355

Marušić, I., Šabić, J., & Matić, J. (2024). Perceived change in job demands and resources and teacher well-being during the pandemic. Center for Educational Policy Studies Journal. https://doi.org/10.26529/cepsj.1782

Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111. https://doi.org/10.1002/wps.20311

McLeod, S. A. (2018). Systems theory. Simply Psychology. https://www.simplypsychology.org/systems-theory.html

Minor, L. N. (2023). Exploring job demands and resources of special education teacher retention: A phenomenological study [Doctoral dissertation, Liberty University]. Scholars Crossing. https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=8118&context=doctoral

Murangi, A. (2022). Special education teachers’ job demands-resources profiles. Frontiers in Psychology. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.942923/full

Murangi, A., Rothmann, S., & Nel, M. (2022). Special education teachers’ job demands-resources profiles and capabilities: Effects on work engagement and intention to leave. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.942923

Ocampo, L. A., & Sarmiento, J. R. (2020). Research models and frameworks in educational studies. Rex Book Store.

Pan, H.-L. W., Chung, C., & Lin, Y.-C. (2023). Exploring the predictors of teacher well-being: An analysis of teacher training preparedness, autonomy, and workload. Sustainability, 15(7), 5804. https://doi.org/10.3390/su15075804

Pantia, J. A. (2025). Exploring inclusive education strategies and challenges for learners with special educational needs. Pantia Journal. https://pantaojournal.com/wp-content/uploads/2025/06/124-Pantia.pdf

Pascual, R. (2020). Issues and challenges in special education. ERIC. https://files.eric.ed.gov/fulltext/EJ1296259.pdf

Prasad, K., Kalavakolanu, S., Singh, S. C., Vaidya, R., Srinivas, V., & Kothari, H. (2025). Factors affecting attrition: An empirical study concerning business school faculty in the Hyderabad Metro. Qubahan Academic Journal, 5(2), 1. https://doi.org/10.48161/qaj.v5n2a1189

Squillaci, M. (2021). Analysis of the burnout levels of special education teachers. International Journal of Inclusive Education. https://doi.org/10.1080/08856257.2020.1809802

Taghap, D. O. (2025). Inclusive education through the lens. ICCEPH. https://icceph.com/wp-content/uploads/2025/04/INCLUSIVE-EDUCATION-THROUGH-THE-LENS.pdf

Tufue, R. (2024). The impact of inclusive education on teachers’ mental health: Insights from Samoa. Scivision Publishers. https://www.scivisionpub.com/pdfs/the-impact-of-inclusive-education-on-teachers-mental-health-insights-from-samoa-3577.pdf

U.S. Educators’ Synthesis. (2025). Educators’ perspectives of working conditions in inclusive schools. PMC. https://pmc.ncbi.nlm.nih.gov/articles/PMC12185898/

UNP Research Journal. (2024). The special education program in Ilocos Sur: An assessment. UNP Vector. https://vector.unp.edu.ph/index.php/1/article/download/18/36/281

Wilkinson, K., Collins, A., & Antoniadou, M. (2022). Family status and changing demands/resources: The overlooked experience of solo-living employees transitioning to homeworking during the Covid-19 pandemic. The International Journal of Human Resource Management, 34(18), 3585. https://doi.org/10.1080/09585192.2022.2142064