Self-assessment of teacher competencies for work with students with disabilities

Dugi niz godina djeca s teškoćama u razvoju obrazovala su se u posebnim odgojnoobrazovnim ustanovama. U zadnjih nekoliko desetljeća došlo je do promjena u sustavu obrazovanja što je dovelo do sve većeg uključivanja djece s teškoćama u razvoju u redovne sustave obrazovanja. Kako bi se obrazovna inkluzija uspješno provodila važno je da učitelji posjeduju specifične profesionalne i osobne kompetencije. Problem ovog istraživanja je utvrditi u kakvom su odnosu samopoštovanje učitelja i njihova samoprocjenjena kompetencija za rad s učenicima s teškoćama u razvoju. U istraživanju je sudjelovalo 98 učitelja razredne nastave. Istraživanje je provedeno u 12 osnovnih škola na području Osječko-baranjske, Vukovarsko-srijemske i Virovitičko podravske županije. Za potrebe istraživanja korištene su Rosenbergova skala samopoštovanja, Skala samoprocjene kompetencija učitelja za rad s učenicima s teškoćama u razvoju koja se sastoji od Skale kognitivne kompetentnosti i Skale emocionalne nesigurnosti i Opći upitnik. Rezultati istraživanja pokazuju da ne postoji povezanost između samopoštovanja i samoprocjene kompetencija učitelja za rad s učenicima s teškoćama u razvoju. Nadalje, utvrđeno je da postoji statistički značajna negativna povezanost između samoprocjena na Skali kognitivne kompetentnosti i Skali emocionalne nesigurnosti. Ispitivana je i povezanost samoprocjene kompetencija i godina radnog staža te je utvrđena statistički značajna negativna povezanost između samoprocjene na Skali kognitivne kompetentnosti i godina radnog staža, dok između samoprocjena na Skali emocionalne nesigurnosti i godine radnog staža ne postoji značajna povezanost.For years have children with disabilities been educated in special educational institutions. In the last few decades there had been a change in the educational system which has brought to more children with disabilities attending regular schools. To make educational inclusion successful, it is important that the teachers possess specific professional and personal competences. The aim of this research was to determine the relationship between teachers' selfesteem and their self-assessed competence to work with children with disabilities. 98 primary school teachers were involved with this research. The research was conducted in 12 primary schools in Osijek-Baranja, Vukovar-Srijem and Virovitica-Podravina County. For the purpose of this research Rosenberg's Self-Esteem Scale and Scale of Teachers' Self-Assessed Competence to work with children with disabilities were used. The latter consists of Scale of Cognitive Competence and Scale of Emotional Insecurity and Generic Inquiry. The results of this research show that there is no connection between self-esteem and self-assesment of teachers' competences to work with children with disabilities. Further on, it was determined that there is statistically significant negative connection between selfassesment on the of Scale of Cognitive Competence and Scale of Emotional Insecurity. The research also questioned the connection between the self-assesment of competences and years of experience and statistically significant negative connection was determined between selfassesment on the Scale of Cognitive Competence and years of experience, while there was no significant connection between self-assesment on the Scale of Emotional Insecurity and years of experienc