TY  - JOUR
T1  - Teacher coping competence: a systemic resource for preventing victimization of students with SEN in inclusive settings
A1  - Aizhan Izakova
A1  - Saule Zhakipbekova
A1  - Aigul Baitursynova
A1  - Zhanagul Turmanova
A1  - Assemgul Ayazbayeva
A1  - Tatyana Kemaikina
A1  - Nurshat Unarbekova
A1  - Tatyana Abdrashitova
JF  - Journal of Advanced Pharmacy Education and Research
JO  - J Adv Pharm Educ Res
SN  - 2249-3379
Y1  - 2026
VL  - 16
IS  - 3
DO  - 10.51847/3fxkbFzdHn
SP  - 179
EP  - 187
N2  - 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.
UR  - https://japer.in/article/teacher-coping-competence-a-systemic-resource-for-preventing-victimization-of-students-with-sen-in-uy9b5h7axyxcgfn
ER  -