Teamwork is an important element of the contemporary educational process, particularly in the field of work with students with special needs. It is founded on the cooperation of experts from different professional backgrounds who, by combining knowledge, experience and competences, contribute to more efficient planning, implementation and evaluation of educational work. The success of teamwork is related to various factors, such as the motivation of members, the quality of communication, clearly defined goals, mutual trust, the effective implementation of individual stages of teamwork and appropriate organizational conditions. An important contributor to successful cooperation is also the job satisfaction of professional workers. The purpose of the master's thesis was to investigate the motivation for teamwork, the frequency of implementation of stages of teamwork, self-perceived effectiveness of teamwork, challenges encountered during teamwork and job satisfaction of regular and mobile special and rehabilitation educators who provide additional professional assistance in regular primary schools. The research was based on a combination of quantitative and qualitative research approaches. The quantitative part was conducted with a questionnaire, whereas the qualitative part involved four semi-structured interviews with two regular and two mobile special and rehabilitation educators. The results of the study revealed that both regular and mobile special and rehabilitation educators are highly motivated for teamwork. Although regular special and rehabilitation educators achieved slightly higher average motivation values, no statistically significant differences were found between the two groups. Analysis of the implementation of the stages of teamwork showed that special and rehabilitation educators most often implement the team planning stage, somewhat less frequently evaluation, and least frequently team teaching. No statistically significant differences were observed in the frequency of implementation of individual stages between regular and mobile special and rehabilitation educators. The participants in the study assessed their own teamwork on average as moderately effective. Likewise, there were also no significant differences found between the two groups in terms of the perception of the effectiveness of teamwork. The interviewees emphasized the importance of open communication, mutual respect, a clear division of roles, and a common focus on goals as key factors for effective teamwork. Among the most frequently identified problems in teamwork were organizational and time barriers. Mobile special and rehabilitation educators additionally pointed out the challenges associated with working in multiple schools, but the groups did not differ statistically significantly in terms of the frequency of perception of problems. The results also showed a high level of job satisfaction among both regular and mobile special education and rehabilitation teachers. Participants cited successful work with students, quality relationships with colleagues, and a sense of professional competence as important sources of satisfaction. Analysis of the relationship between perceived teamwork effectiveness and job satisfaction showed a positive relationship, indicating that individuals who evaluate their teamwork as more effective generally also report higher job satisfaction. The findings of the study showed that there are no significant differences between school-based and mobile special education and rehabilitation teachers in terms of motivation for teamwork, frequency of teamwork stages, perception of its effectiveness, problems with teamwork, and job satisfaction. Regardless of the employment setting, the primary challenges continue to stem from organizational and time-related constraints.
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