Challenges faced by primary teachers in mainstream schools

Abstract

Article describes the results of interviews and the responses of 123 general education teachers in mainstream schools, revealing their assessment of the support, difficulties in discrimination and pathways for facilitation of their work with the four categories of students covered by the inclusive education - those with special educational needs, at risk, gifted and chronically ill. The aim of the study is to outline guidelines from the perspective of in-service teachers on the main difficulties and opportunities to improve the effectiveness of their daily work. Factors related to perceived stress and teachers' suggestions for improving their working conditions are also reported. The results show differentiated needs and support for teachers to improve their performance. Key challenges outlined are the work with students with SEN and team working. Factors categorised as ''extrinsic'' and ''intrinsic'' influencing teaching practice are discussed. The results will be used as input for the development of brief handbooks and screening tools to foster classroom management with a heterogeneous student population.

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