Individual and Contextual Factors of Teachers and Professional Associates in the Context of Ensuring an Effective Inclusive Environment

Abstract

In understanding the role and importance of accepting differences, and in the context of this research, it is important to emphasize that the aforementioned discourse is focused on appreciating and accepting differences as incentives in educational work, rather than obstacles, with a balanced optimization of organizational, personnel, and material prerequisites for successful inclusion. The aim of the research is to determine the expression of individual personality dimensions in teachers and professional associates and to determine the level of perception of the school climate and social support from superiors and other colleagues in teachers and professional associates. Social interaction and support in the context of this research implies the importance of clearly positioning each key associate in the organization and implementation of educational inclusion, accepting the importance of each stakeholder as equally important in the work. Today, the concept of inclusive education is a fundamental principle in some countries that is recognized through various models of schooling, which are constantly evaluated and improved in terms of increasing the quality of comprehensive educational practice. Personality traits that are part of the research context of this work are presented through the presentation of extraversion, conscientiousness, emotional stability, and agreeableness. They stand out as being of great importance in the context of implementing educational inclusion, especially among teachers and other educational staff who are key stakeholders in inclusive education policies. As the results of the research showed that there were statistically significant positive correlations of support from superiors and colleagues with an inclusive environment, and that at the same time no statistically significant correlations of school climate and inclusive environment were shown, the need for a clear role of all key stakeholders in the inclusion process is emphasized with a high tendency. To that extent, it is important to point out that in the professional development of teachers and professional associates, not only scientific and professional competencies should be taken into account, but also personality traits that support inclusive values as a fundamental prerequisite for a quality inclusive environment.