This investigation aimed to investigate the emotional reactions and burnout experienced by instructors who taught wards having some exceptional needs and students who are placed in the inclusive institutions located in the Offinso municipality in Offinso municipality: the moderating effects played by coping methods. For the purpose of providing a full analysis of the research problem, the investigation took a descriptive survey technique and collected quantitative data. The population of Offinso Municipality was 1155, and a sample of 219 instructors was taken from that population using several sampling approaches, including simple random sampling, proportionate stratified sampling, and purposive sampling. The replies of the respondents were gathered through the use of a questionnaire. The investigation was successful in achieving three goals. In addition, the educators displayed unsatisfactory feelings or emotional sentiments in their diverse classes. Once more, the findings of the investigation demonstrated educators in inclusive environments as resorting to incorrect coping techniques in order to deal with their feelings of burnout. One of the recommendations was that educators of pre-service instructors should guide their learners through various adaption tactics so that they can cultivate happy feelings before they graduate.

The vitality and quality of implementing curriculum reforms and innovations depend on the teacher’s acceptance and concerns about the reforms and innovations. This research examines the concerns of Business Studies teachers about the quality of the implementation of School-Based Assessment (SBA) in the Senior High Schools in Central Region of Ghana. A descriptive, cross-sectional survey design was employed, and the census method involved all the Business Studies teachers. Data was gathered using the adapted Stages of Concern Questionnaire (SoCQ), processed via SPSS version 25.0 and analysed using Mean, Standard Deviations, Relative Intensity Percentile (RIP) and Factorial Multivariate Analysis of Variance (MANOVA). The study discovered that Business Studies teachers have the most intense concerns self-concerns (Awareness, Informational and Personal) least intense concerns at Impact concerns (e.g., Consequence) about SBA implementation in the curriculum. Further, the study established that Personal, Consequence, Collaboration and Refocusing Concerns significantly depend on teachers’ workload and SBA training. At the same time, gender, age, and years of teaching experience do not significantly influence teachers’ concerns about SBA implementation. The Business Studies teachers were not very much interested and involved in the SBA implementation. They are non-users and resistant to SBA implementation in the curriculum. The study recommended that the MoE/GES and NaCCA, in partnership with school administrators and GABET, should frequently organise ongoing training, workshops, seminars, conferences, and professional development courses for teachers to use and implement SBA in the curriculum. The MoE/GES should provide SBA logistics (tools, equipment) and materials needed for SBA implementation.