Teachers are key facilitators in advancing inclusive education practices in early childhood settings and creating supportive inclusive classroom environments. Moreover, as professionals who face high standards and significant responsibilities, their occupational well-being may be affected. This study aims to examine the relationship between kindergarten teachers' job resources and occupational well-being. The research was conducted among kindergarten teachers from five kindergartens in Guangxi, China, that accommodate children with special needs. Data were collected through an online questionnaire platform, with 240 questionnaires distributed and 229 valid responses received. One-way analysis of variance and regression analysis were employed to explore the relationships among variables. The findings indicate significant differences in job resources and occupational well-being among kindergarten teachers with different educational backgrounds. Furthermore, job resources have a significant positive impact on occupational well-being.