Primary school teacher`s inclusive social - pedagogical competences

Cilj istraživanja je na temelju teorijskih postavki i empirijskoga istraživanja ispitati razinu inkluzivnih socijalno-pedagoških kompetencija učitelja, njihove stavove o inkluziji učenika s posebnim potrebama, razinu dostupne podrške u radu s učenicima s posebnim potrebama i inkluzivnu kulturu škole, uvažavajući sociodemografska obilježja, iskustvo inkluzivnog rada i stručno usavršavanje učitelja. Istraživanje je provedeno na uzorku od 621 učitelja osnovne škole u Osječko – baranjskoj županiji primjenom anketnog upitnika tijekom školske godine 2020./2021. Anketni upitnik sadržavao je tri skale konstruirane za potrebe ovog istraživanja: Skala procjene inkluzivnih socijalno – pedagoških kompetencija učitelja, Skala podrške za uspješnu inkluziju i Skala inkluzivne kulture škole. Obrada podataka provedena je deskriptivnom statistikom, ANOVA-om, t-testom za nezavisne uzorke, t-testom za parove varijabli, analizom korelacija, hijerarhijskom regresijskom analizom i induktivnom tematskom analizom. Nastojeći obuhvatiti što veći broj dionika inkluzivnog procesa u osnovnoj školi, kvalitativnim dijelom istraživanja, kroz fokus grupe, ispitani su stručni suradnici škola odnosno pedagozi, psiholozi, stručnjaci edukacijsko- rehabilitacijskog profila, kao i pomoćnici u nastavi i udruge civilnog društva čiji prijedlozi uključuju bolju komunikaciju i podršku na razini škole i među sustručnjacima, kao i promjene u kurikulumu i dodatna stručna usavršavanja. Rezultati su pokazali su da su stavovi učitelja prema obrazovnoj inkluziji pozitivni, kod učitelja postoji osviještenost o prednosti obrazovnog uključivanja za učenike s posebnim potrebama, ali ističu potrebu za podrškom i dodatnim stručnim usavršavanjima. Svoje inkluzivne socijalno - pedagoške kompetencije za rad s učenicima s posebnim potrebama i inkluzivnu kulturu škole ocjenjuju razvijenima. Razlike s obzirom na sociodemografska obilježja, iskustvo inkluzivnog rada i stručno usavršavanje učitelja su potvrđene. Značajnim prediktorima inkluzivnih socijalno - pedagoških kompetencija učitelja pokazali su se područje rada, iskustvo rada s učenicima s posebnim potrebama u posebnom razrednom odjelu, stručno usavršavanje i stav o inkluziji učenika s posebnim potrebama. Rezultati ovog istraživanja pružaju vrijedan uvid u međuodnos ispitivanih varijabli i daju smjernice budućih modela izobrazbe i stručnih usavršavanja učitelja u smjeru osnaživanja inkluzivnih socijalno – pedagoških kompetencija učitelja kojima se želi znanstveno i praktično doprinijeti unaprjeđenju mikropedagoške strukture škole i jačanju inkluzivne kulture škole kroz izgradnju sveobuhvatnog sustava podrške usklađenog s potrebama učenika.The aim of this research based on the theoretical hypotheses and the empirical research is to examine the level of inclusive socio-pedagogical competences of teachers, their points of view of the inclusion of students with special needs, the level of available support at work with special needs students and an inclusive school culture, regarding socio-demographic characteristics, the inclusive work experience, and professional training of teachers. The research was conducted on the sample of 621 teachers of a Primary school in OsijekBaranja county by applying a survey questionnaire during the school year 2020-2021. The survey questionnaire included three scales constructed for the purpose of this research: the assessment scale of inclusive socio-pedagogical competences of teachers, the support scale for the successful inclusion, and the scale of the inclusive school culture. Data processing was performed by means of ANOVA's descriptive statistics, by a t-test for independent samples, by a t-test for pairs of variables, by a correlation analysis, and by a hierarchical regression analysis. Having attempted to involve as many participants of the inclusion process at a Primary school as possible, by a qualitative part of the research and by the focus groups, the school’s professional associates that is the pedagogues, the psychologists, the experts of the education and rehabilitation profile were examined, as well as the teaching assistants and the civil society associations whose suggestions for improving inclusion involve better communication and support on the level of school and among the associates as well as changes in the curriculum and the additional professional training. The results of the research have shown that the attitudes of teachers towards educational inclusion are positive, that there is a teachers' awareness of the benefits of the educational involvement for students with special needs but they point out the need for support and additional professional training. Schools rate their inclusive sociopedagogical competences for working with students with special needs and the inclusive school culture as developed. The differences with respect to socio-demographic characteristics, the experience of the inclusive work, and teachers' professional training were confirmed. The significant predictors of teachers' inclusive socio-pedagogical competences proved to be the work area, the working experience with students with special needs in a special class department, the professional training, and the attitude towards the inclusion of students with special needs. The results of this research provide valuable insight into the interrelationship of examined variables and give guidelines for future models of inclusive socio-pedagogical competences of teachers which scientifically and practically contribute to the improvement of the micropedagogical school structure and the strengthening of the inclusive school culture through the construction of the comprehensive support system tailored to the needs of students