Izvorni znanstveni članak
https://doi.org/10.21464/mo.32.62.7
Predicting the readiness for inclusive teaching: An analysis of sociodemographic traits, teachers’ professional development and inclusive school culture
Goran Livazović
; Filozofski fakultet, Sveučilište Josipa Jurja Strossmayera u Osijeku, Hrvatska
*
Dajana Vinković
* Dopisni autor.
Sažetak
The aim of this research was to examine the readiness for inclusive teaching. The study was implemented in 2021 with 621 (521 female) primary school teachers in Croatia, using a multidimensional questionnaire with high reliability. Our findings established gender as a predictor of the readiness for inclusive teaching, with female teachers reporting significantly higher levels of readiness for inclusive teaching (p<0.05). Participants from schools with stronger inclusive culture and support, that reported higher satisfaction with prior inclusive education, professional development activities and more inclusive teaching experience, reported significantly more positive attitudes about their readiness for inclusive teaching. Teacher education and professional development were not established as significant predictors of the readiness for inclusive teaching. Our study established both “Inclusive school culture” and “Inclusive school support” as positive predictors of the readiness for inclusive teaching.
Ključne riječi
inclusion; teaching; school culture; professional development
Hrčak ID:
346036
URI
Datum izdavanja:
7.4.2026.
Posjeta: 236 *