Acta Iadertina, Vol. 22 No. 1, 2025.
Original scientific paper
https://doi.org/10.15291/ai.4849
Individual and Contextual Factors of Teachers and Professional Associates in the Context of Ensuring an Effective Inclusive Environment
Matilda KARAMATIĆ BRČIĆ
; Department of Pedagogy, University of Zadar, Zadar, Croatia
*
* Corresponding author.
Abstract
In understanding the role and importance of accepting differences, and in
the context of this research, it is important to emphasize that the aforementioned
discourse is focused on appreciating and accepting differences
as incentives in educational work, rather than obstacles, with a balanced
optimization of organizational, personnel, and material prerequisites for
successful inclusion. The aim of the research is to determine the expression
of individual personality dimensions in teachers and professional
associates and to determine the level of perception of the school climate
and social support from superiors and other colleagues in teachers and
professional associates. Social interaction and support in the context of
this research implies the importance of clearly positioning each key associate
in the organization and implementation of educational inclusion,
accepting the importance of each stakeholder as equally important in the
work. Today, the concept of inclusive education is a fundamental principle
in some countries that is recognized through various models of schooling,
which are constantly evaluated and improved in terms of increasing
the quality of comprehensive educational practice. Personality traits that
are part of the research context of this work are presented through the
presentation of extraversion, conscientiousness, emotional stability, and
agreeableness. They stand out as being of great importance in the context
of implementing educational inclusion, especially among teachers and
other educational staff who are key stakeholders in inclusive education
policies. As the results of the research showed that there were statistically
significant positive correlations of support from superiors and colleagues
with an inclusive environment, and that at the same time no statistically
significant correlations of school climate and inclusive environment were
shown, the need for a clear role of all key stakeholders in the inclusion
process is emphasized with a high tendency. To that extent, it is important
to point out that in the professional development of teachers and professional
associates, not only scientific and professional competencies should
be taken into account, but also personality traits that support inclusive
values as a fundamental prerequisite for a quality inclusive environment.
Keywords
Hrčak ID:
334837
URI
Publication date:
1.9.2025.
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