The article presents the results of an empirical study on the psychological health of teachers engaged in professional activities within the context of inclusive education. The relevance of the study is обусловлена by the increasing professional, emotional, and psycho-emotional workload experienced by teachers working with students with special educational needs, which significantly increases the risk of stress-related conditions and professional burnout. The aim of the study was to examine the characteristics of teachers’ psychological health, as well as to analyze the relationships between perceived stress levels, indicators of professional burnout, and subjective psychological well-being.

The study involved 100 teachers from general education institutions implementing inclusive education. The diagnostic tools used included the General Health Questionnaire (GHQ-28) to assess psychological health, the Maslach Burnout Inventory (MBI) to measure professional burnout, and the Perceived Stress Scale (PSS-10) to determine the level of subjectively perceived stress. Statistical data analysis was conducted using descriptive statistics and correlation analysis.

The results of the study showed that a significant proportion of teachers experienced moderate to high levels of perceived stress, which was positively associated with emotional exhaustion and deterioration in psychological health indicators. Stress was identified as one of the key factors contributing to the development of professional burnout in inclusive education settings. The findings highlight the necessity of developing and implementing psychological support programs for teachers aimed at preventing stress-related conditions and maintaining their psychological health.