AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
Table 2: Perceived professional ability to perform inclusive practice in terms of school types
Perceived professional ability to
perform an inclusive practice
Perceived professional ability to
use inclusive instructions
Perceived professional
ability to cooperate
Perceived professional ability to
manage students’ behaviour
Type of school
Primary level of Primary
School
N
386
386
386
AM
4.95
4.80
5.17
SD
0.636
0.78
0.868
Me
5
5
5
Min
1
1
1
Max
6
6
6
Secondary level of Primary
school
N
388
388
388
AM
4.78
4.54
5.04
SD
0.675
0.909
0.892
Me
5
5
5
Min
1
1
2
Max
6
6
6
Grammar school
N
65
65
65
AM
4.57
4.1
5.1
SD
0.639
0.957
0.76
Me
5
4
5
Min
3
2
3
Max
6
6
6
Primary school + Grammar
school
N
3
3
3
AM
4.61
3.78
4.08
SD
0.488
0.481
1.377
Me
4
4
5
Min
4
4
3
Max
5
4
5
Vocational high school
N
281
281
281
AM
4.70
4.38
5.01
SD
0.674
0.910
0.907
Me
5
5
5
Min
2
1
2
Max
6
6
6
Special Primary school and
High school
N
66
66
66
AM
5.08
5.14
5.32
SD
0.731
0.836
0.963
Me
5
5
6
Min
2
2
2
Max
6
6
6
Max
5
5
6
Special Primary school
teacher
N
12
12
12
AM
5.16
5.22
5.65
SD
0.43
0.625
0.598
Me
5
5
6
Min
5
4
4
Max
6
6
6
Kruskal-Wallis test
58.707
97.905
33.157
P-value
.000***
.000***
.000***
Explanatory notes: AM – arithmetic mean, Me – Median, SD – standard deviation, Min – minimum value, Max – maximum value
Used scale: 1 - strongly disagree, 2 – disagree, 3 - slightly disagree, 4 - slightly agree, 5 – agree, 6 - strongly agree
T2 data confirmed a statistically significant difference among the
respondents in the perceived professional ability to use inclusive
instructions (p=0.000), perceived professional ability to
cooperate (p=0.000), and perceived professional ability to
manage students’ behaviour (p=0.000) in terms of schools where
respondents currently work. The special pedagogues in primary
schools (AM=5.16) and pedagogical staff working in special
primary and high schools (AM=5.08) have the highest
perception of their professional ability to use inclusive
instructions. Special pedagogues in primary school (AM=5.22),
the staff at the first level of primary school (AM=4.80), and staff
working in special primary and high schools (AM=5.14) have a
high perception of their professional ability to cooperate. The
professional ability necessary to manage student’s behaviour is
perceived as highest in special pedagogues in primary schools
(AM=5.65) and teachers working in special primary and high
schools (AM=5.32). This also points to the achieved value
Me=6.
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