In this master's thesis, we examined how teachers of children with special needs experience parenthood and how they navigate the balance between their professional and family roles. In the theoretical section, we first addressed parenthood as a fundamental life experience that reshapes individual identity and opens space for personal growth. We explored parenting styles and values, as well as the specific features of working with children with special needs in the Slovenian context. We then gave detailed attention to theories of the work–family relationship — role conflict theory, spillover theory, role enrichment theory, and border theory — and to the particular challenges teachers face in reconciling these two domains. The following section examined the emotional dimension of the profession: emotional regulation, emotional labour, compassion fatigue, and strategies for coping with stress. The final part of the theoretical section addressed social and institutional sources of support — partner support, collegial support, managerial support, and supervision — as well as systemic-relational perspectives that explain how attachment and family dynamics shape individual functioning across both roles.
In the empirical section, we used thematic analysis based on semi-structured interviews with teachers of children with special needs who are also parents. The analysis revealed six main themes: the experience of the parental role, the emotional dynamics between work and family, the intertwining of professional and parental roles, the challenges of balancing work and family, coping and balancing strategies, and sources of support in managing dual roles. The findings show that participants experience parenthood as a deeply enriching experience, one that is simultaneously shaped by their profession — from a heightened appreciation for their own child's health to the transfer of professional knowledge into their own parenting. The emotional burden of the profession spills over into the private sphere, requiring conscious transition strategies between roles. The most common challenges relate to demanding relationships with the parents of children with special needs, a lack of understanding of the profession among the broader community, and general emotional exhaustion. Key protective factors include partner and collegial support, structured coping strategies, and the need for accessible supervision.
The findings of this master's thesis may be of use to professionals working in special education settings, to school leaders, and to policymakers concerned with the professional and personal wellbeing of teachers of children with special needs.
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