The Role of Social–Emotional Learning in Special and Inclusive Education: A Path Analysis Integrating Intrinsic Motivation, Efficacy, Stress, and Well-Being

Teaching in special and inclusive education presents unique emotional and ecological demands, yet the specific psychological mechanisms through which social–emotional learning (SEL) competencies relate to how teachers navigate these challenges remain underexplored. Therefore, the present study investigates the pathways linking educators’ SEL and intrinsic motivation to their psychological well-being. In this cross-sectional study, 459 educators completed self-report questionnaires assessing their SEL competencies, intrinsic motivation, teacher self-efficacy, perceived work stress, and psychological well-being. The findings show that both SEL competencies and intrinsic motivation are positively associated with teacher self-efficacy, which in turn is negatively related to perceived work stress and positively associated with psychological well-being. Furthermore, a multigroup path analysis comparing educators in special-education settings with those in inclusive environments revealed no statistically significant differences in these pathways between the two contexts. However, the substantial disparity in group sizes warrants cautious interpretation of this finding. By illuminating the interplay between internal socio-emotional resources and occupational stress, this research highlights the potential protective value of SEL competencies in relation to educator well-being across diverse and demanding educational contexts.