Pregledni rad

https://doi.org/10.15291/ai.4853

The Role of Individual Factors of Teachers and Professional Associates in Implementing Inclusive Education

Marina VIDAKOVIĆ ; Odjel za psihologiju Sveučilišta u Zadru, Zadar, Hrvatska *
Jasmina VRKIĆ DIMIĆ orcid.org/0000-0003-4352-2944 ; Odjel za pedagogiju Sveučilišta u Zadru, Zadar, Hrvatska
Ana Marija IVELJIĆ orcid.org/0009-0002-6961-5399 ; Odjel za pedagogiju Sveučilišta u Zadru, Zadar, Hrvatska

* Dopisni autor.

Sažetak

The aim of this review paper is to examine and highlight the importance
of individual characteristics of teachers and professional associates
in implementing inclusive education. A review of contemporary
theoretical frameworks and findings from recent empirical research
indicates that the context of educational work is crucial, as it encompasses
not only social interactions and broader cultural and historical
circumstances, but also personal factors of students as well as their
teachers and professional associates. Within this framework, particular
emphasis is placed on the professional competencies, personality
traits, and attitudes of teaching and professional staff, all of which are
analyzed in this paper. According to current knowledge, key competencies
that contribute to effective inclusive practices include pedagogical,
social, and emotional skills. Additionally, teacher personality is
recognized as an important factor influencing their ability to regulate
emotions, professional effectiveness, motivation, and overall job performance.
Furthermore, numerous studies point to the significance of
teachers’ attitudes toward students with disabilities – positive attitudes
are associated with greater commitment, more successful relationship-
building with students and their families, and improved educational
outcomes. In contrast, negative attitudes often stem from a lack
of experience and a perceived lack of competence in working with this
student population. By synthesizing the identified individual factors,
it is possible to develop guidelines for future professional development
programs, aiming to strengthen support systems for students with developmental
disabilities.

Ključne riječi

competencies, teachers, inclusive education, personality traits, professional development, attitudes, learning

Hrčak ID:

334844

URI

https://hrcak.srce.hr/334844

Datum izdavanja:

1.9.2025.

Podaci na drugim jezicima: hrvatski

Posjeta: 825 *