Teachers’ Competencies for Inclusive Teaching: Relation to Their Professional Development and Personality

Abstract

It is of utmost importance for quality and contemporary education process to study the significant determinants of teachers’ competencies for inclusive teaching, such as teachers’ professional development and their personalities. In order to organize suitable and quality teaching and learning process for diverse learners, teachers need to board range of competencies, positive attitudes towards inclusive education, training preparation and professional development regarding their various personalities. Therefore, the aim of this study was to explore the relationship between teachers’ competencies for inclusive teaching, professional development and personality traits, and which predictors of inclusive teaching skills are significant. The national representative sample of 1195 Croatian teachers (F = 975; M = 198; Age = 41.96) from first to eight grade were included. The Scales to measure self-perceived teachers’ competencies for individualized instruction in inclusive classrooms and professional development as well as The Ten Item Personality Inventory were used.The results reflect a positive relationship between teachers’ competencies for inclusive teaching and professional competencies and personality traits, and those with their demographic data such as age, working experience and working position. The hierarchical regression analysis revealed that the greatest predictors for inclusive teaching competencies are professional competencies, while openness to experience and work position have minor significance. The findings have discussed within the frame of their significant implications for enhancing the initial and continuing training and support of teachers as the key strategies for the realization of an inclusive and right-based education system