Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator

We examined the association between regular teachers' distress tolerance (tolerance of frustration, ambiguity and discomfort) their willingness to include children with special educational needs (SENs) in classes, as well mediating function teacher job satisfaction. sampled 502 teachers Anambra State, Nigeria. Our findings revealed that while frustration had significant positive effects on satisfaction inclusive education for SENs, did not. Tolerance emotional discomfort was significantly related teachers. Furthermore, mediated relationship but could not mediate SENs. concluded can positively impact willing efforts inclusion, highlighting need foster capacity teachers, provide supportive structures enhance