Sources of happiness of non-SPED teachers teaching learners with disabilities and their learning experiences in inclusive classrooms

Abstract

Abstract

This study explored the lived experiences of non-SPED teachers teaching learners with disabilities to identify the sources of happiness that sustain their well-being and instructional engagement in inclusive classrooms. Using a descriptive phenomenological design, six non-SPED teachers from public schools in Vintar I District participated in semi-structured interviews and open-ended questionnaires analyzed through Braun and Clarke’s (2006) thematic analysis. The findings revealed four major sources of happiness—emotional connection with learners, professional growth and competence, social and institutional support, and meaning and purpose in teaching—which collectively fostered motivation, resilience, instructional commitment, and positive classroom environments. The results highlight that teacher happiness functions as a vital psychological resource in inclusive education and underscore the need for strengthened professional development, supportive leadership, and psychosocial support systems to sustain effective and meaningful inclusive teaching.

Keywords: non-SPED teachers, teacher happiness, inclusive education, learners with disabilities, professional well-being, classroom engagement