Workload and job stress among special assistant teachers in inclusive schools: Examining the moderating role of work competence

Abstract

This study aims to analyze the effect of workload on job stress and examine the role of work competence as a moderating variable. Inclusive education requires qualified educational personnel who are capable of addressing the diverse needs of students with special educational needs (SEN). Among these professionals, Special Assistant Teachers (SATs) play a critical role in supporting students’ academic, behavioral, and social development. However, the multifaceted responsibilities associated with this role often increase workload and may contribute to elevated levels of job stress. While previous studies have identified workload as a significant predictor of occupational stress, limited research has examined the moderating role of work competence among SATs in inclusive educational settings. Therefore, this study aimed to investigate the effect of workload on job stress and examine whether work competence moderates this relationship. A quantitative correlational design was employed involving 40 Special Assistant Teachers working in inclusive schools. Participants were selected using purposive sampling. Data were collected through standardized questionnaires measuring workload, job stress, and work competence. The data were analyzed using descriptive statistics, reliability and validity testing, simple linear regression, and Moderated Regression Analysis (MRA). The results revealed that workload had a positive and significant effect on job stress (β = .621, t = 4.292, p < .001), explaining 32.7% of the variance in job stress. Furthermore, the moderation analysis demonstrated that work competence significantly moderated the relationship between workload and job stress (β = −.045, t = −3.210, p = .003). The negative interaction coefficient indicates that higher levels of work competence weaken the positive effect of workload on job stress. These findings suggest that work competence functions as an important personal resource that buffers the adverse psychological consequences of excessive workload. Strengthening professional competence through continuous training and professional development programs may therefore contribute to reducing job stress and enhancing the effectiveness of inclusive education services.