PSYCHOLOGICAL READINESS OF TEACHERS TO WORK IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

Abstract

Introduction. The article examines the problem of teachers’ psychological readiness to work in an inclusive educational environment, which is one of the key conditions for the successful implementation of the principles of inclusive education in Ukraine. The effectiveness of implementing inclusive educational practices is determined by the level of psychological readiness of teachers, which is a system-forming factor in the effectiveness of the educational process. Insufficient formation of this component of professional competence can lead to the emergence of barriers in the process of integrating children with special educational needs into the general educational space, cause difficulties in interpersonal interaction and negatively affect the quality of educational achievements. At the same time, a high level of psychological readiness of teachers ensures the development of an inclusive culture of the educational environment, contributes to the optimization of pedagogical activities, increases the efficiency of the educational process, and creates conditions for the successful social integration of students. Thus, the psychological readiness of teachers appears not only as an important element of their professional competence, but also as a strategic resource for the modernization of modern education, focused on humanization, equality of opportunities, and social integration. Purpose and objectives of the article consist in characterizing the components of teachers’ psychological readiness to work in an inclusive environment, identifying the factors that shape it, and outlining ways to increase the effectiveness of professional activity in conditions of inclusion. Results. Psychological readiness is considered an integral characteristic of a teacher’s personality, which includes motivational, cognitive, emotional and behavioral components. It determines the teacher’s ability to accept the individual characteristics of children with special educational needs, form a tolerant attitude and ensure a favorable psycho-emotional climate in the educational institution. The paper emphasizes that an insufficient level of psychological readiness of teachers can become a barrier to the effective integration of children with special educational needs into general education institutions, cause difficulties in communication, increase the risk of conflicts and social isolation of students. At the same time, a high level of readiness contributes to the development of an inclusive culture, improves the quality of educational outcomes and ensures the social integration of students into the team. Particular attention is paid to the challenges that teachers face when working in an inclusive environment: psychological barriers, emotional stress, and the risk of professional burnout. The author emphasizes the need for systematic support for teachers, which includes improving professional training in higher education institutions, conducting trainings and seminars aimed at developing empathy, communication skills, and stress resistance, as well as organizing psychological support and supervision. An important task of modern pedagogical science and practice is the formation of psychological readiness of teachers through improving professional training, implementing specialized courses in inclusive pedagogy and psychology, organizing trainings, supervisions and psychological support. Psychological readiness of teachers is not only a professional competence, but also a strategic resource for the development of modern education focused on inclusion, equality of opportunities and social integration.