The main aim of this study was to analyze if the relationship between students with special educational needs (SEN), especially students with ‘emotional needs’, and the high burnout rates of teachers is moderated by teacher self-efficacy (TSE). The moderated regression analyses did not reveal significant interaction effects, but we found, for instance, a strong relationship between depersonalization and number of students with SEN and replicated the negative relationship between self-efficacy and burnout in todays’ inclusive classrooms. Findings illustrate once more the relevance of TSE for teachers’ health as well as for the successful implementation of inclusion. Given the stresses of today's classrooms, more research should be dedicated to the question of how to prevent teacher burnout.

本研究的主要目的是分析有特殊教育需求（SEN）的学生，尤其是有“情感需求”的学生与教师高倦怠率之间的关系是否受到教师自我效能感（TSE）的调节。适度回归分析没有揭示显着的交互效应，但我们发现，例如，人格解体与有特殊教育需要的学生人数之间存在很强的关系，并在当今的包容性课堂中复制了自我效能感和倦怠之间的负相关关系。调查结果再次说明 TSE 与教师健康以及成功实施包容性的相关性。鉴于当今课堂的压力，更多的研究应该致力于如何防止教师倦怠的问题。