Psychological readiness of a teacher for work in an inclusive educational environment
Abstract
The article provides a comprehensive analysis of the problem of a teacher’s psychological readiness for professional activity in an inclusive educational environment. The relevance of the study is determined by the profound transformations of the national education system of Ukraine aimed at integration into the global educational space and the implementation of the principles of accessibility and inclusion. The methodological basis of the research is a qualitative design of theoretical inquiry with elements of a scoping review of the research field. Data collection was carried out through searches in Google Scholar databases and institutional repositories covering the period from 2010 to 2026. The analysis was conducted using
methods of systematization and structural-functional modeling. The components of teachers’ readiness to work in an inclusive educational environment are characterized, including motivational-value, cognitive, emotional-volitional, and reflective components. The main psychological barriers to teachers’ work in an inclusive educational environment are identified, in particular fear of incompetence, emotional exhaustion, and persistent social stereotypes. The conclusions emphasize that inclusive readiness is not a static set of knowledge but a dynamic process of professional growth. The practical significance of the study lies in the development of specific recommendations for teachers’ self-regulation and the establishment of partnership interaction with parents and teaching assistants.
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References
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