The times in which we live are characterised by rapid technological and social changes, which also have an impact on the development of the requirements and competencies of the educational professions. Development is a constant theme in pedagogical discussion and in pedagogical research focussing on it, a fundamental guiding principle for schools worldwide and the goal of teachers' professional activity. Recently, the professional role of special and rehabilitation pedagogues has become even more demanding. The changing role of teachers has become a societal imperative that provides for lifelong learning for teachers and their professional development. The need to improve the quality of work in the educational process for increasingly heterogeneous groups of students presents teachers with a number of new challenges. Accordingly, special and rehabilitation pedagogues need to acquire the necessary competences to achieve the highest academic standards. In addition to initial training to obtain a degree, it is important for each individual to take care of their own professional development. Special and rehabilitation pedagogues are involved in the implementation of special educational measures and the inclusion of students with special needs. Their role is to recognise the influences of the modern environment on young people with special needs who are included into educational and rehabilitation settings, and to empower and guide them using proven support methods and educational and rehabilitation approaches so that they can participate as fully as possible in their immediate and wider social environment. Special and rehabilitation pedagogues should be equipped with specific knowledge about the mechanisms that influence their career path and the role their education and training choices play in the trajectory of their desired career and personal professional development.
The main aim of the research was to determine and compare how selected groups of special and rehabilitation educators in Macedonia and Slovenia perceive their professional development, their professional roles, knowledge, and competences for performing special-pedagogical work, as well as how they evaluate their motivation, competences, and career development. We were also interested in identifying similarities and differences between the two countries. The study focused on individual and professional factors that influence the professional growth of special and rehabilitation educators, their motivation for working with children with special needs, and their evaluation of initial and continuing education. The sample included 62 educators from Macedonia and 48 from Slovenia. The data, collected using a non-standardised questionnaire in both languages, were analysed using descriptive and inferential statistics. The results showed that special and rehabilitation educators in both countries are highly intrinsically motivated for professional development. They rated the desire for further professional training and the joy of working with children with special needs highest, and the availability of financial resources for training and external incentives—such as the social status of the profession and material benefits—lowest. Slovenian educators reported greater access to financial support but also a pronounced lack of time, whereas their Macedonian colleagues placed higher value on formal training opportunities, mentoring, and participation in research projects. Both groups assessed themselves as highly competent for working with children with special needs, particularly in adapting instruction, creating a supportive learning environment, and collaborating with teachers and parents. The lowest levels of perceived competence were related to tasks beyond direct classroom work—especially leadership, crisis intervention, and systematic reflection on professional development. No statistically significant differences between the countries were found in this regard. The study also revealed that special and rehabilitation educators most often view their career as a vocation grounded in professional dedication, teaching, and supporting new generations. Slovenian educators placed greater emphasis on professional expertise, while Macedonian educators highlighted social recognition and academic advancement. In both groups, traditional career ambitions, such as progressing to leadership positions, were not highly prominent. In evaluating initial education, respondents rated theoretical preparation highest, while practical training received lower ratings—particularly among Slovenian educators. Macedonian educators assessed their practical competences somewhat higher, indicating a smaller gap between theory and practice in their studies. Continuing professional development was perceived primarily as an opportunity for personal and professional growth, driven largely by intrinsic motivation, whereas external factors—such as salary progression or workplace incentives—played a lesser role. In conclusion, the findings confirm that the professional development of special and rehabilitation educators results from the interplay of strong intrinsic motivation, institutional conditions, and the broader cultural context in which they work.
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