Evaluating Institutional Support and Cognitive Workload Among Teachers Handling Special Needs Students at Foundation Preparatory Academy
DOI:
https://doi.org/10.5281/zenodo.20255511Keywords:
Instutional support System, Teacher Workload, Special Education Needs, Cognitive Load TheoryAbstract
This study evaluated the relationship between institutional support systems and the cognitive workload of teachers managing learners with special educational needs (LSEN) at Foundation Preparatory Academy (FPA). Utilizing a descriptive research design, the study surveyed the institution’s faculty using a validated and reliable instrument. The primary objective was to assess administrative, professional, and instructional support mechanisms against mental demands inherent in instructional, behavioral, and documentation tasks, effectively applying an industrial engineering lens to analyze systemic educational processes. Findings indicated that while teachers perceived a high extent of institutional support, they simultaneously experienced high cognitive workloads in teaching and behavior management. Conversely, documentation tasks were rated as moderate. Correlation analysis revealed a significant, moderate negative relationship between administrative policy support and documentation workload, confirming that structured, clear policies effectively mitigate clerical strain. Demographic factors also played a critical role; years of teaching experience correlated positively with increased demands in documentation and behavior management, as veteran educators often maintain higher standards for individualized care. Additionally, teachers lacking formal special education training reported significantly higher workloads compared to their certified counterparts, demonstrating the impact of formal qualification on mental efficiency and task processing. These results underscore the critical need for enhanced technical policy clarity and targeted specialized training. By identifying these specific gaps in the institutional framework, the study highlights the necessity of refining organizational structures to better support educators. Addressing these deficits is vital for minimizing teacher cognitive exhaustion, fostering a sustainable, efficient, and high-quality environment for inclusive education that prioritizes both educator well-being and student success.
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