The article addresses the problem of the interaction between the teacher and an inclusive educational environment in the context of the environment impact on the professional and the teacher’s personal development. The author(s) have shown the predominance of subjective difficulties in interacting with an inclusive educational environment; the educators’ need for support and searching for resources for the effective implementation of inclusive education.
The article also contains the results of an empirical study on a sample of teachers of general education institutions (n = 118) with the use of diagnostic tools: the author’s interview “Identifying the characteristics of the teacher’s work in the context of the implementation of inclusive education”, “Hardiness test”, the technique of “job satisfaction”.
The results of the study made it possible to establish the interrelationships between hardiness and work satisfaction and teachers’ relations in professional circles, which makes it possible to consider hardiness as a teacher’s significant resource for adapting to an inclusive educational environment.
The revealed interrelationships between hardiness and job satisfaction serve as the foundation to work out mechanisms and methods of psychological assistance in the teacher’s effective adaptation in the process of overcoming difficulties in professional activity. The data obtained during the study establishes the basis for designing development programs and professional career counseling for teachers.