Poczucie kompetencji zawodowych nauczycieli szkół wiejskich do pracy z uczniami o zróżnicowanych potrzebach edukacyjnych
Teachers' perceived professional competence in rural schools for working with students with diverse educational needs

Summary/Abstract: Inclusive education, aimed at ensuring equal opportunities for all students, places significant demands on teachers, requiring adequate preparation and a high level of professional competence. The objective of this study was to analyze the self-assessment of professional competencies among teachers in public rural schools, both in general terms and in relation to specific areas: didactic-methodical, psychological, diagnostic, communicative, and substantive competencies. The study employed a diagnostic survey method, utilizing a modified version of the Perceived Professional Competence Questionnaire for Teachers developed by Stanisława Byra and Zdzisław Kazanowski, alongside a survey questionnaire. The results of the study identified both the strengths of teachers' professional competencies and areas requiring further development. Psychological and communicative competencies received the highest ratings. The findings highlight a clear need for systemic support for teachers, particularly in enhancing their openness to student diversity and developing their diagnostic and methodological competencies. Additionally, support is recommended in the area of integrating modern technologies into teaching, promoting innovation, encouraging teachers to engage in research activities, and assisting them in creating original didactic tools.

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