AD ALTA
JOURNAL OF INTERDISCIPLINARY RESEARCH
Table 3: Perceived professional ability to perform inclusive practice in terms of the career level achieved by the respondents
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
Career level
Beginning teacher
N
20
20
20
AM
4.74
4.44
5.3
SD
0.804
0.977
0.737
Me
5
4
6
Min
3
2
4
Max
6
6
6
Proficient teacher
N
266
266
266
AM
4.75
4.43
5.12
SD
0.669
0.97
0.849
Me
5
5
5
Min
2
1
2
Max
6
6
6
Teacher with the first
attestation
N
483
483
483
AM
4.84
4.67
5.13
SD
0.698
0.845
0.893
Me
5
5
5
Min
1
2
2
Max
6
6
6
Teacher with the second
attestation
N
447
447
447
AM
4.86
4.64
5.04
SD
0.635
0.887
0.906
Me
5
5
5
Min
1
1
1
Max
6
6
6
Kruskal-Wallis test
6.215
13.331
3.932
P-value
.102
.004***
.269
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
Empirical data in T3 shows the difference among the surveyed
respondents in the perceived professional ability to cooperate
(p=0.004) in terms of achieved career level. Teachers with the
first attestation (AM= 4.67; Me=5) and teachers with the second
attestation experience the highest level of professional ability to
cooperate. Beginning teachers and proficient teachers perceive
their professional ability at a lower level, as pointed out by the
achieved AM (4.44; 4.43), as well as Me (4 and 5).
Table 4: Perceived professional ability to perform inclusive practice in terms of personal experience with SEN students
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
Personal experience with SEN
student
Yes
N
1159
1159
1159
AM
4.84
4.64
5.11
SD
0.667
0.880
0.883
Me
5
5
5
Min
1
1
1
Max
6
6
6
No
N
57
57
57
AM
4.59
3.83
4.88
SD
0.716
0.872
0.934
Me
5
4
5
Min
2
2
3
Max
6
6
6
Mann Whitney U test
26310.500
16282.500
27972.000
P-value
.009***
.000***
.049*
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
The T4 results confirm a statistically significant difference in the
perception of professional ability between teachers with personal
experience with SEN students (AM=4.64, Me=5) and teachers
who do not have personal experience with SEN students
(AM=3.83, Me=4). A statistically significant difference
(p=0.000) in the perceived professional ability to cooperate has
also been found. While teachers who have experience working
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