{"id":425436,"date":"2026-08-21T00:39:05","date_gmt":"2026-08-20T16:39:05","guid":{"rendered":"https:\/\/library.usj.edu.mo\/?post_type=tnc_col_19631_item&#038;p=425436"},"modified":"2026-08-24T12:15:41","modified_gmt":"2026-08-24T04:15:41","slug":"%e6%be%b3%e9%96%80%e6%95%99%e8%82%b2%e7%a2%a9%e5%a3%ab%e7%94%9f%e5%ad%b8%e7%bf%92%e9%ab%94%e9%a9%97%e8%88%87%e8%aa%b2%e7%a8%8b%e6%9c%9f%e6%9c%9b%e4%b9%8b%e8%b3%aa%e6%80%a7%e6%8e%a2%e7%a9%b6","status":"publish","type":"tnc_col_19631_item","link":"https:\/\/library.usj.edu.mo\/zh\/student-thesis-dissertation\/%e6%be%b3%e9%96%80%e6%95%99%e8%82%b2%e7%a2%a9%e5%a3%ab%e7%94%9f%e5%ad%b8%e7%bf%92%e9%ab%94%e9%a9%97%e8%88%87%e8%aa%b2%e7%a8%8b%e6%9c%9f%e6%9c%9b%e4%b9%8b%e8%b3%aa%e6%80%a7%e6%8e%a2%e7%a9%b6\/","title":{"rendered":"\u6fb3\u9580\u6559\u80b2\u78a9\u58eb\u751f\u5b78\u7fd2\u9ad4\u9a57\u8207\u8ab2\u7a0b\u671f\u671b\u4e4b\u8cea\u6027\u63a2\u7a76"},"content":{"rendered":"<p>THIS STUDY INVESTIGATES THE STRESS LEVELS EXPERIENCED BY MAINSTREAM SCHOOLTEACHERS IN MACAO WHEN WORKING WITH STUDENTS WITH SPECIAL EDUCATIONAL NEEDS (SEN). USING A QUANTITATIVE RESEARCH APPROACH, THE STUDY EXAMINES THE CURRENT CONDITIONS FACED BY THESE EDUCATORS. &#8220;&#8221;MAINSTREAM SCHOOLS&#8221;&#8221; IN THIS CONTEXT REFER TO PRIVATE SCHOOL NOT PARTICIPATING IN THE GOVERNMENT\u2019S INCLUSIVE EDUCATION PROGRAM. THE RESEARCH EMPLOYED A QUESTIONNAIRE SURVEY TARGETING KINDERGARTEN, PRIMARY, AND SECONDARY SCHOOL TEACHERS ACROSS MACAO\u2019S MAINSTREAM SCHOOLS. DATA WERE COLLECTED USING A SELF-DESIGNED INSTRUMENT, THE MACAO MAINSTREAM TEACHERS\u2019 STRESS QUESTIONNAIRE IN WORKING WITH SEN STUDENTS, THROUGH VIA SNOWBALL SAMPLING. A TOTAL OF 92 VALID RESPONSES WERE RECEIVED. STATISTICAL ANALYSES\u2014INCLUDING ONE-SAMPLE T-TESTS, INDEPENDENT T-TESTS, ONE-WAY ANOVA, CONFIRMATORY FACTOR ANALYSIS (CFA), AND STRUCTURAL EQUATION MODELING (SEM)\u2014 WERE CONDUCTED, OBTAINING THE FOLLOWING RESULTS: 1. MACAO MAINSTREAM SCHOOLTEACHERS REPORTED MODERATE-TO-HIGH STRESS LEVELS WHEN WORKING WITH SEN STUDENTS, WITH THE &#8220;&#8221;STUDENT BEHAVIORAL ISSUES&#8221;&#8221; REPRESENTING THE MOST SIGNIFICANT STRESS DOMAIN. 2. NO SIGNIFICANT DIFFERENCES IN OVERALL STRESS OR SUBSCALE SCORES WERE OBSERVED ACROSS TEACHERS\u2019 GENDER, TEACHING EXPERIENCE, EDUCATIONAL QUALIFICATIONS, OR TEACHING STAGES\uff08KINDERGARTEN\/PRIMARY\/SECONDARY 3. TEACHERS WITH DIFFERENT PROFESSIONAL BACKGROUNDS EXHIBITED SIGNIFICANT DIFFERENCES IN OVERALL STRESS, STUDENT-RELATED ISSUES, CURRICULUM AND TEACHING , AND PROFESSIONAL COMPETENCE, BUT NOT IN SUPPORT SYSTEMS. 4. SIGNIFICANT DIFFERENCES IN SUPPORT SYSTEMS WERE FOUND AMONG TEACHERS HOLDING DIFFERENT ROLES OR TEACHING DIFFERENT STUDENT TYPES, THOUGH NO DISPARITIES EMERGED IN OTHER DIMENSIONS. 5. STUDENT-RELATED ISSUES, PROFESSIONAL COMPETENCE, AND SUPPORT SYSTEMS WITH A NOTABLE DIRECTIONAL INFLUENCE WITH CURRICULUM AND TEACHING. ALSO SIGNIFICANT CORRELATIONS WERE IDENTIFIED BETWEEN PROFESSIONAL COMPETENCE AND SUPPORT SYSTEMS. 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