{"id":425414,"date":"2026-08-21T00:39:03","date_gmt":"2026-08-20T16:39:03","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&p=425414"},"modified":"2026-08-24T12:15:45","modified_gmt":"2026-08-24T04:15:45","slug":"%e6%be%b3%e9%96%80%e6%99%ae%e9%80%9a%e5%b0%8f%e5%ad%b8%e6%95%99%e5%b8%ab%e8%81%b7%e6%a5%ad%e5%b9%b8%e7%a6%8f%e6%84%9f%ef%bc%9a%e7%8f%be%e6%b3%81%e3%80%81%e5%bd%b1%e9%9f%bf%e5%9b%a0%e7%b4%a0%e5%8f%8a","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%be%b3%e9%96%80%e6%99%ae%e9%80%9a%e5%b0%8f%e5%ad%b8%e6%95%99%e5%b8%ab%e8%81%b7%e6%a5%ad%e5%b9%b8%e7%a6%8f%e6%84%9f%ef%bc%9a%e7%8f%be%e6%b3%81%e3%80%81%e5%bd%b1%e9%9f%bf%e5%9b%a0%e7%b4%a0%e5%8f%8a\/","title":{"rendered":"\u6fb3\u9580\u666e\u901a\u5c0f\u5b78\u6559\u5e2b\u8077\u696d\u5e78\u798f\u611f\uff1a\u73fe\u6cc1\u3001\u5f71\u97ff\u56e0\u7d20\u53ca\u63d0\u5347\u7b56\u7565"},"content":{"rendered":"

SINCE 2006, THE GOVERNMENT OF MACAU HAS BEEN PROMOTING INCLUSIVE EDUCATION.\u00a0 THIS HAS NOW BEEN ONGOING FOR SEVENTEEN YEARS. AS EDUCATION POLICIES GRADUALLY\u00a0 IMPROVE, THE FOCUS HAS SHIFTED FROM STUDENTS IN INCLUSIVE SETTINGS TO THE REALM OF\u00a0 TEACHERS. WITH AN INCREASING NUMBER OF INCLUSIVE STUDENTS, THE CORRESPONDING WORK\u00a0 PRESSURES FACED BY TEACHERS HAS ALSO INCREASED. THE AIMS OF THIS STUDY ARE TO BETTER\u00a0 UNDERSTAND THE WORK-RELATED STRESS, SOURCES OF STRESS, AND SUBSEQUENT COPING\u00a0 STRATEGIES USED BY MAINSTREAMTEACHERS WITHIN THE INCLUSIVE EDUCATION SECTOR OF\u00a0 MACAU. THIS STUDY USED QUALITATIVE RESEARCH METHODS, INTERVIEWING TWELVE FRONTLINE\u00a0 TEACHERS FROM EIGHT DIFFERENT PRIVATE PRIMARY EDUCATIONAL INSTITUTIONS. EIGHT OF THESE\u00a0 TEACHERS WORK IN SCHOOLS PRACTICING INCLUSIVE EDUCATION, WHILE FOUR WERE EMPLOYED IN\u00a0 REGULAR SCHOOLS. HOWEVER, ALL TWELVE PARTICIPATING TEACHERS HAD EXPERIENCE IN\u00a0 TEACHING INCLUSIVE STUDENTS BUT ALSO LACKED ANY SPECIALIZED BACKGROUND IN SPECIAL\u00a0 EDUCATION. FOLLOWING AND OBTAINING AND METICULOUSLY ANALYZING INTERVIEW DATA,\u00a0 SUPPORTED BY RELEVANT LITERATURE, THE STUDY FINDINGS ARE PRESENTED AS FOLLOWS: 1. VIEWS AND ATTITUDES OF REGULAR TEACHERS IN INCLUSIVE SCHOOLS TOWARDS\u00a0 INCLUSIVE EDUCATION THE INTERVIEWED TEACHERS SUPPORT THE CONCEPT OF INCLUSIVE EDUCATION BUT\u00a0 WERE CONCERNED ABOUT STUDENT BEHAVIORS AND THEIR LEARNING CHALLENGES.\u00a0 THESE CONCERNS INCLUDED INAPPROPRIATE BEHAVIORS, LEARNING DISABILITIES, AND\u00a0 THE TEACHERS\u2019 OWN PEDAGOGICAL DEMANDS. IN MANAGING STUDENT BEHAVIORS,\u00a0 TEACHERS FOUND IT DIFFICULT TO HANDLE THE EMOTIONAL CONTROL OF INCLUSIVE STUDENTS, LEADING TO DISRUPTIONS IN CLASS. REGARDING LEARNING, TEACHERS HAD TO\u00a0 USE ADDITIONAL AND EXTRA TIME ON AFTER-CLASS TUTORING, INCREASING THEIR\u00a0 WORKLOAD. TEACHING INCLUSIVE STUDENTS ALSO COMPLICATED THE INSTRUCTION,\u00a0 REQUIRING TEACHERS TO UNDERGO ADDITIONAL TRAINING AND PREPARATION. 2. WORK-RELATED STRESS AND ITS SOURCES AMONG REGULAR TEACHERS WITHIN\u00a0 INCLUSIVE SCHOOLS THE PARTICIPATING TEACHERS RATED THEIR STRESS-RESILIENCE AS NOT LOW, BUT RATHER\u00a0 THEY EXPERIENCED MEDIUM TO HIGH LEVELS OF WORK-RELATED STRESS, MAINLY DUE TO\u00a0 LONG WORKING HOURS AND EXTENSIVE WORKLOADS. THE STUDY IDENTIFIES FOUR MAIN\u00a0 SOURCES OF STRESS: \uff08I\uff09 THE NATURE OF WORK, INCLUDING EXTENSIVE TEACHING AND\u00a0 NON-TEACHING TASKS, INCLUDING HEAVY CLASS MANAGEMENT, OR MULTIPLE ROLES. \uff08II\uff09 SOCIAL RELATIONSHIPS, WHERE REGULAR TEACHERS LACKED AN UNDERSTANDING OF\u00a0 RESOURCE TEACHERS\u2019 ROLES, LEADING TO INEFFECTIVE COMMUNICATION AND AN\u00a0 UNDERUTILIZATION OF RESOURCE TEACHERS IN SCHOOLS. \uff08III\uff09 ORGANIZATIONAL\u00a0 STRUCTURE, WHERE SCHOOLS INVOLVED IN INCLUSIVE EDUCATION REQUIRED\u00a0 IMPROVEMENTS IN FACILITIES AND TEACHING ENVIRONMENTS, PARTICULARLY IN THE\u00a0 SAFETY OF SPORTS AREAS. ADDITIONALLY, NOT ALL MAINSTREAM TEACHERS HAD ACCESS TO\u00a0 INCLUSIVE EDUCATION RESOURCES, AND THE INSTRUCTIONAL ADJUSTMENTS FOR INCLUSIVE\u00a0 STUDENTS DID NOT FULLY MEET THEIR NEEDS. \uff08IV\uff09 SOCIAL ASPECTS, WHERE THE\u00a0 PUBLIC DID NOT FULLY UNDERSTAND THE CONCEPTS OF INCLUSIVE EDUCATION, AND\u00a0 EXPECTATIONS ON TEACHERS WERE EXCESSIVELY HIGH. FURTHERMORE, TEACHERS WERE\u00a0 DISSATISFIED WITH THEIR SALARIES AND BENEFITS, WHICH THEY FELT WERE NOT\u00a0 COMMENSURATE WITH THEIR HEAVY WORKLOAD. THE STUDY ALSO FOUND THAT FEMALE TEACHERS FACED ADDITIONAL STRESS FROM BOTH WORK AND FAMILY RESPONSIBILITIES, AS\u00a0 THEY ALSO BEAR THE BURDEN OF CARING FOR AND EDUCATING THEIR OWN CHILDREN AT\u00a0 HOME. 3. RESPONSES AND COPING METHODS OF REGULAR TEACHERS IN INCLUSIVE SCHOOLS TO\u00a0 WORK-RELATED STRESS THE STUDY ANALYZED THE NEGATIVE IMPACTS OF WORK-RELATED STRESS ON TEACHERS\u2019\u00a0 PHYSICAL HEALTH, PSYCHOLOGICAL STATE, AND BEHAVIOR. THE IMPACTS INCLUDED\u00a0 POOR SLEEP QUALITY OR INSOMNIA AND EMOTIONAL STATES OF WORRY AND ANXIETY. IN\u00a0 RESPONSE TO STRESS, TEACHERS ENGAGED IN COMMUNICATION AND SOCIAL ACTIVITIES,\u00a0 EXERCISE AND REST, AND DIETARY ADJUSTMENTS. HOWEVER, THESE STRESS-RELIEF\u00a0 METHODS DID NOT EFFECTIVELY ADDRESS THE ROOT CAUSES OF THE STRESS, MAKING\u00a0 LONG-TERM STRESS MANAGEMENT A CRUCIAL ISSUE FOR TEACHERS. BASED ON THE FINDINGS REGARDING STRESS PERCEPTIONS, SOURCES, AND COPING\u00a0 METHODS, THE RESEARCHER PROPOSES RECOMMENDATIONS FOR TEACHERS, EDUCATIONAL\u00a0 INSTITUTIONS, AND RELEVANT GOVERNMENT DEPARTMENTS, WITH AN AIM TO SUPPORT AND AID\u00a0 FUTURE POLICYMAKING IN THE AREA OF INCLUSIVE EDUCATION IN MACAU<\/p>","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","format":"standard","class_list":["post-425414","tnc_col_19631_item","type-tnc_col_19631_item","status-publish","format-standard","hentry","tnc_tax_19912-education","tnc_tax_19818-chinese","tnc_tax_19716-school-of-education","tnc_tax_19659-master-thesis","tnc_tax_19651-master"],"featured_img":false,"coauthors":[],"author_meta":{"author_link":"https:\/\/library.usj.edu.mo\/zh\/author\/emilychan\/","display_name":"emily chan"},"relative_dates":{"created":"Posted 2 \u9031 ago","modified":"Updated 1 \u9031 ago"},"absolute_dates":{"created":"Posted on 21 8 \u6708, 2026","modified":"Updated on 24 8 \u6708, 2026"},"absolute_dates_time":{"created":"Posted on 21 8 \u6708, 2026 12:39 \u4e0a\u5348","modified":"Updated on 24 8 \u6708, 2026 12:15 \u4e0b\u5348"},"featured_img_caption":"","tax_additional":{"tnc_tax_19912":{"linked":["EDUCATION<\/a>"],"unlinked":["EDUCATION<\/span>"],"slug":"tnc_tax_19912","name":"PROGRAMME"},"tnc_tax_19818":{"linked":["CHINESE<\/a>"],"unlinked":["CHINESE<\/span>"],"slug":"tnc_tax_19818","name":"LANGUAGE"},"tnc_tax_19765":{"linked":[],"unlinked":[],"slug":"tnc_tax_19765","name":"SUPERVISOR(S)"},"tnc_tax_19716":{"linked":["SCHOOL OF EDUCATION<\/a>"],"unlinked":["SCHOOL OF EDUCATION<\/span>"],"slug":"tnc_tax_19716","name":"FACULTY \/ RESEARCH UNIT"},"tnc_tax_19659":{"linked":["THESIS & DISSERTATION<\/a>"],"unlinked":["THESIS & DISSERTATION<\/span>"],"slug":"tnc_tax_19659","name":"Document Type"},"tnc_tax_19651":{"linked":["MASTER<\/a>"],"unlinked":["MASTER<\/span>"],"slug":"tnc_tax_19651","name":"DEGREE LEVEL"}},"series_order":"","_links":{"self":[{"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/tnc_col_19631_item\/425414","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/tnc_col_19631_item"}],"about":[{"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/types\/tnc_col_19631_item"}],"replies":[{"embeddable":true,"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/comments?post=425414"}],"version-history":[{"count":1,"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/tnc_col_19631_item\/425414\/revisions"}],"predecessor-version":[{"id":430668,"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/tnc_col_19631_item\/425414\/revisions\/430668"}],"wp:attachment":[{"href":"https:\/\/library.usj.edu.mo\/zh\/wp-json\/wp\/v2\/media?parent=425414"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}