20.500.12556/RUL-189675 Primary school teachers’ attitudes, perceptions and self-efficacy regarding students with special educational needs a comparative study of the education systems in Slovenia and Kosovo Stališča, zaznave in samoučinkovitost osnovnošolskih učiteljev glede učencev s posebnimi učnimi potrebami primerjalna študija izobraževalnih sistemov v Sloveniji in na Kosovu The purpose of this paper is to explore teachers’ attitudes, perceptions and self-efficacy regarding students with special educational needs in Slovenia and Kosovo, as well as to identify the similarities and differences between the two education systems in terms of inclusive practices. Quantitative data were collected from a sample of teachers working in grades 1–5 of primary schools in Slovenia (n = 258) and Kosovo (n = 255). The data were gathered using the Sentiments, Attitudes and Concerns about Inclusive Education scale and the Teacher Efficacy for Inclusive Practice scale and analysed using SPSS version 21.0. The findings indicate higher means of samples in both Slovenia and Kosovo in negative sentiments, attitudes and perceptions regarding inclusive education, while statistically significant differences were identified in attitudes and other factors, such as age, gender or teaching experience with students with special educational needs. Teachers in Slovenia and Kosovo scored higher in self-efficacy, which is negatively correlated at a significant level with sentiments, attitudes and perceptions regarding inclusive education. Namen prispevka je raziskati stališča, zaznave in samoučinkovitost učiteljev glede učencev s posebnimi učnimi potrebami v Sloveniji in na Kosovu ter ugotoviti podobnosti in razlike med obema izobraževalnima sistemoma v smislu praks inkluzije. Kvantitativni podatki so bili zbrani na vzorcu učiteljev, ki delajo v 1.–5. razredu osnovnih šol v Sloveniji (n = 258) in na Kosovu (n = 255). Podatki so bili zbrani s pomočjo lestvice o občutkih, stališčih in o pomislekih glede inkluzivnega izobraževanja (Sentiments, Attitudes and Concerns about Inclusive Education Scale) ter lestvice o učinkovitosti učiteljev za prakse inkluzije (Teacher Efficacy for Inclusive Practice Scale) ter analizirani s programom SPSS različice 21.0. Ugotovitve kažejo na višja povprečja vzorcev v Sloveniji in na Kosovu pri negativnih občutkih, stališčih in pomislekih glede inkluzivnega izobraževanja, statistično pomembne razlike pa so bile ugotovljene pri stališčih in drugih dejavnikih, kot so starost, spol ali izkušnje s poučevanjem učencev s posebnimi učnimi potrebami. Učitelji v Sloveniji in na Kosovu so dosegli višje rezultate pri samoučinkovitosti, ki je negativno povezana z občutki, s stališči in z zaznavami glede inkluzivnega izobraževanja, povezanost pa je statistično značilna. teachers’ sentiments attitudes perceptions self-efficacy inclusive education students with special educational needs občutki učiteljev stališča zaznave samoučinkovitost inkluzivno izobraževanje učenci s posebnimi učnimi potrebami učitelji osebe s posebnimi potrebami true false true Angleški jezik Slovenski jezik Članek v reviji 2026-10-12 12:40:31 2026-10-12 12:40:33 2026-10-13 03:41:31 0000-00-00 00:00:00 2026 0 0 Str. 145–167 no. 3 Vol. 16 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.011.3-051:376 2232-2647 10.26529/cepsj.1591 222841091 https://journals.uni-lj.si/CEPSJ/article/view/26560/20690 1 3efaa9df-c629-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=250392 Pedagoška fakulteta CEPS journal 0 0 0