%0 Journal Article
%T Teacher coping competence: a systemic resource for preventing victimization of students with SEN in inclusive settings
%A Aizhan Izakova
%A Saule Zhakipbekova
%A Aigul Baitursynova
%A Zhanagul Turmanova
%A Assemgul Ayazbayeva
%A Tatyana Kemaikina
%A Nurshat Unarbekova
%A Tatyana Abdrashitova
%J Journal of Advanced Pharmacy Education and Research
%@ 2249-3379
%D 2026
%V 16
%N 3
%R 10.51847/3fxkbFzdHn
%P 179-187
%X This study aims to examine teacher coping competence as a systemic professional resource for ensuring the psychological safety of students with special educational needs (SEN) and preventing their victimization in inclusive educational environments. The study addresses the relationship between teachers’ coping strategies, methodological competence, and readiness to respond to bullying and other forms of violence. The empirical study involved 145 teachers working in special and inclusive educational organizations. A quantitative cross-sectional correlational design was applied. Data were collected through a structured questionnaire assessing coping strategies, perceived forms of violence, methodological competence, and professional confidence. Statistical analysis included Pearson’s chi-square test and Pearson’s correlation coefficient. The results showed that bullying, mockery, and ridicule were the most frequently perceived forms of violence toward students with SEN (47.4%), followed by social isolation and physical violence (31.6%). No statistically significant relationship was found between professional experience and sensitivity to violence (χ² = 4.06; p = 0.131). At the same time, methodological competence was positively associated with teachers’ confidence in responding to victimization situations (r = 0.41; p < 0.01). Constructive coping strategies, including seeking support from colleagues (89.4%) and emotional self-regulation (84.3%), were predominant among respondents. The study proposes a four-level model of teacher potential (physiological, social, personal, and spiritual-moral), in which coping competence is conceptualized as an integrative professional resource. The findings highlight the importance of strengthening teacher education through the development of self-regulation, reflective skills, ethical responsibility, and preventive readiness.
%U https://japer.in/article/teacher-coping-competence-a-systemic-resource-for-preventing-victimization-of-students-with-sen-in-uy9b5h7axyxcgfn