Implementing Inclusive Education: Understanding Teachers’ Wellbeing and Satisfaction in Inclusive Classrooms in Ghana

Teacher wellbeing is crucial to successful inclusive education, yet it is often overlooked, particularly in the Global South. This study examines the various dimensions of teacher wellbeing, such as professional satisfaction, work-life balance, emotional wellbeing, relationships and communication, and recognition and support, and their impact on job satisfaction in Ghanaian inclusive classrooms. Guided by Conservation of Resources theory, descriptive statistics and an ordered probit model were used to analyse a survey of 435 basic school teachers. The results revealed teacher workforce under significant strain, with critically low wellbeing issues that are systemic and uniform across gender and teaching experience. The regression model identified all wellbeing dimensions as significant predictors of job satisfaction, with professional satisfaction being the most dominant. This study provides an evidence-based blueprint for intervention, arguing that sustainable inclusion requires targeted investment in teachers' wellbeing and professional resilience.