Teachers’ Attitude Towards Inclusive Education and their Sense of Well-Being

This study was conducted to determine what domain in the teachers’ attitude towards inclusive education that significantly influences their sense of well-being. The study used quantitative, non-experimental research design using correlational technique. The respondents of the study were 109 teachers. Adapted survey questionnaires were used for teachers’ attitude towards inclusive education and sense of well-being which were modified to fit in to the purpose of the study. Moreover, Pearson r and Regression Analysis were used as statistical tools. The result showed that the level of teachers’ attitude towards inclusive education was high and their level of sense of well-being was very high. In addition, data showed that there was a significant relationship between teachers’ attitude towards inclusive education and their sense of well-being. Furthermore, in their singular capacities, the specific domains in the teachers’ attitude towards inclusive education that significantly influence their sense of well-being were the student variables and collaboration.