SELF-ASSESSMENT OF TEACHERS 'COMPETENCES FOR COMMUNICATION AND COOPERATION IN INCLUSIVE WORKING CONDITIONS

Abstract

In the inclusive educational process, there is a constant need of teachers to acquire new knowledge, skills and abilities, ie specific competencies that shape the communication and cooperation of teachers in inclusive working conditions. Aim of the research: Identification of teachers' attitudes about the level of their ability to communicate and cooperate in inclusive working conditions.Empirical non-experimental research Survey was conducted on a sample of 761 teachers from 19 primary schools in Republika Srpska - research method with the use of appropriate instruments (five-point Likert-type scale, F-test, t-test). Descriptive statistical indicators for specific competencies were analyzed, and their significance and role in the context of inclusive educational work of teachers were interpreted. Teachers' attitudes towards competencies for communication and cooperation in inclusive working conditions were identified through five indicators: knowledge of the principles of assertive communication, ability to work with children with autism spectrum, cooperation with parents of students with disabilities, cooperation with student support teams, constructive communication skills with members of national minorities and other marginalized groups. In the assessments of specific competencies, there are no statistically significant differences in a certain level of risk with regard to the socio-status characteristics of teachers: gender, education and work experience, and there are at the level of p. The result of the research indicates the need for continuous professional development of teachers through various types of professional support and training.