Teacher stress has emerged as a formidable obstacle to inclusive education, undermining pedagogical quality and educators' emotional health. This research uses the Teacher Stress Inventory (TSI) to dissect the dimensions and predictors of teacher stress quantitatively and translates the findings into a framework for strategic classroombased interventions. Descriptive statistics, t-tests, Pearson correlations, and K-means clustering analyses were employed across a diverse teacher sample. Professional Distress surfaced as the dominant stressor, with school type being a significant institutional stress determinant. Two distinct stress profiles—low and high—were identified, revealing divergent support needs. Consequently, a four-domain strategy framework—administrative reform, psychosocial support, professional development, and inclusive pedagogy—is proposed to mitigate stress and foster inclusive practices. This study offers a model for policy reformation and practitioner guidance aimed at sustainable, inclusive education systems.