The rapid advancement of inclusive education has transformed the educational landscape, requiring teachers to accommodate a diverse array of learner needs within a single classroom environment. While this shift promotes equity and access for all students, it also places significant emotional, cognitive, and professional demands on educators. This study examines the impact of specific pedagogical strategies on reducing occupational stress among teachers working in inclusive settings. Using a mixed-methods design, the research integrates quantitative data from the Teacher Stress Inventory (TSI) with qualitative insights obtained through semi-structured interviews. Advanced statistical analyses, including correlation assessments, K-means clustering, and Welch’s t-tests, were conducted to identify stress patterns and explore their relationship with teaching practices and demographic variables. The findings underscore that educators employing inclusive strategies, such as differentiated instruction,collaborativeteaching