PSYCHOLOGICAL SAFETY OF THE TEACHING TEAM AS A CONDITION FOR EFFECTIVE INCLUSION IN PRIMARY SCHOOL: PREVENTION OF BURNOUT AND DEVELOPMENT OF PROFESSIONAL RESILIENCE
DOI:
https://doi.org/10.31110/LRDTinEdu-2.5Keywords:
psychological safety, inclusive primary school, professional burnout, supportive culture, facilitative leadership, professional resilience, school climateAbstract
This section of the monograph provides a comprehensive theoretical and empirical analysis of the psychological safety of the teaching team in an inclusive primary school. It is argued that professional burnout among teachers is systemic and linked to organizational conditions, leadership style, and characteristics of team interaction. The influence of the school climate, managerial support, and professional self-efficacy on reducing emotional exhaustion is analyzed. The role of facilitative and distributed leadership in shaping a culture of support is identified. The results of empirical research are presented, confirming a correlation between psychological safety and indicators of teachers' professional well-being. A practical model for ensuring the sustainability of the teaching team has been developed, taking into account managerial, team, and individual support tools. The algorithm for implementing the model, mechanisms for monitoring its effectiveness, and response triggers are described. It has been proven that the systematic integration of supervision, transparent communication, and professional development reduces the risk of burnout and improves the quality of inclusive practice. The organizational conditions for the formation of a culture of support as a strategic resource of an educational institution have been identified. The limitations of the study and the prospects for further scientific research on ensuring psychological safety in an inclusive environment are outlined. The findings contribute to integrating organizational psychology and inclusive education research by conceptualizing psychological safety as a key mediating resource in educational settings.
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Copyright (c) 2026 Marianna Skoromna (Author)
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