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This study investigates the stress levels experienced by mainstream schoolteachers in Macao when working with students with special educational needs (SEN). Using a quantitative research approach, the study examines the current conditions faced by these educators. ""Mainstream schools"" in this context refer to private school not participating in the government’s inclusive education program. The research employed a questionnaire survey targeting kindergarten, primary, and secondary school teachers across Macao’s mainstream schools. Data were collected using a self-designed instrument, the Macao Mainstream Teachers’ Stress Questionnaire in Working with SEN Students, through via snowball sampling. A total of 92 valid responses were received. Statistical analyses—including one-sample t-tests, independent t-tests, one-way ANOVA, confirmatory factor analysis (CFA), and structural equation modeling (SEM)— were conducted, obtaining the following results: 1. Macao mainstream schoolteachers reported moderate-to-high stress levels when working with SEN students, with the ""student behavioral issues"" representing the most significant stress domain. 2. No significant differences in overall stress or subscale scores were observed across teachers’ gender, teaching experience, educational qualifications, or teaching stages（kindergarten/primary/secondary 3. Teachers with different professional backgrounds exhibited significant differences in overall stress, student-related issues, curriculum and teaching , and professional competence, but not in support systems. 4. Significant differences in support systems were found among teachers holding different roles or teaching different student types, though no disparities emerged in other dimensions. 5. Student-related issues, professional competence, and support systems with a notable directional influence with curriculum and teaching. Also significant correlations were identified between Professional competence and support systems. Based on these findings, the study proposes actionable recommendations for educational authorities, school administrators, frontline teachers, and future researchers. 本研究主要探討澳門普通學校教師在面對有特殊教育需要學生時的壓力情 況，透過量性研究的方法，了解澳門普通學校教師的實際情況。普通學校是指沒 有參與政府融合教育計劃的私立學校。 本研究採用問卷調查法，以全澳普通學校的中、小、幼教師為研究對象，以 自編的「澳門普通教師在面對有特殊教育需要學生時的壓力調查問卷」為研究工 具蒐集數據。研究採用滾雪球方式填答，共收回有效問卷91 份。使用單一樣本 t 檢定、獨立樣本t 檢定、單因子等級變異數據分析、單因子變異數據分析、驗證性因子分析、構建結構方程模型統計方法，進行資料處理分析，獲得結果如下： 一、 澳門普通學校教師在面對有特殊教育需要學生時壓力現況呈「中等程度」， 其中「學生問題」層面的壓力相對最大。 二、 不同性別、服務年資、最高學歷、任教學段在整體教師壓力及各層面上沒有顯著差異。 三、 不同專業背景教師在「整體壓力」、「學生問題」、「課程教學」、「專業能力」上有顯著差異。而在「支持系統」上沒有顯著差異。 四、 擔任不冋職務及教授不同學生類型的教師在「支持系統」上有顯著差異。 而在其他層面上沒有顯著差異。 五、 「學生問題」、「專業能力」及「支持系統」與「課程教學」呈預測效應。 「專業能力」與「支持系統」呈顯著相關。 最後，本研究根據研究成果提出具體建議，供教育相關部門、學校行政、前線教師及未來研究者參考應用。