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

中文翻译：

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尼日利亚教师的抗压能力和教导有特殊教育需要的儿童的意愿：教师工作满意度作为调解者

我们研究了普通教师的痛苦容忍度（对挫折、模糊和不适的容忍度）与他们将有特殊教育需要的儿童纳入课堂的意愿之间的关系，以及教师工作满意度的中介作用。我们对尼日利亚阿南布拉州的 502 名教师进行了抽样调查。我们的研究结果显示，虽然教师对挫折的容忍度对有特殊需要的儿童的工作满意度和包容性教育意愿有显着的积极影响，但对模糊性的容忍度却没有。教师对情绪不适的容忍度与包容意愿显着相关。此外，教师工作满意度在对挫折的容忍度和全纳教育意愿之间发挥中介作用，但不能在对模糊性的容忍度和包容特殊教育需要的意愿之间发挥中介作用。我们的结论是，对挫折和不适的容忍可以对教师包容性的意愿产生积极影响，强调需要培养教师的情感能力，并提供支持结构来提高教师的工作满意度。