Special education teachers receive systematic training in teamwork during their studies and actively apply it in their teaching practice after employment. They are often part of teams where they assume various formal and informal roles. When individuals take on roles that align with their strengths, it positively impacts the effectiveness of teamwork. One of the more recent models of team roles is based on the VIA classification of character strengths and virtues. Character strengths are positive qualities with high moral value, enabling individuals to reach their full potential. The new VIA team roles model emphasizes the positive aspects of behaviour and emotions in teamwork, with character strengths helping individuals assume specific roles. In this empirical research, we explored which character strengths are more or less expressed by special education teachers and which team roles they adopt in their teams. We also examined the relationship between their character strengths, team roles, and the effectiveness of their teamwork. Additionally, we investigated whether differences in these aspects exist depending on the teachers' job roles, whether as teachers or school counsellors. This study used a descriptive and causal non-experimental research method. The sample consisted of 50 special education teachers working in Slovenia’s nine-year primary education programs with adapted delivery and additional professional support, as well as in adapted educational programs with equivalent or lower educational standards. Research was conducted in the framework of the projects Psychological aspects of teamwork and their contribution to teamwork efficacy and Character strengths and well-being of education professionals. Although research on the character strengths of teachers, pedagogical students, and special education students exists in Slovenia, no studies have specifically examined the character strengths of practicing special education teachers. In our study, we found that the most strongly expressed character strengths among special and rehabilitation teachers were fairness and honesty. There were no significant differences in character strengths between teachers and school counsellors. Certain character strengths were closely linked to specific team roles. Moreover, we found positive correlations between self-perceived teamwork efficiency and several team roles and character strengths. Notably, fairness, judgment, prudence, and teamwork were positively associated with perceived teamwork effectiveness. This study makes a valuable contribution by highlighting the importance of identifying the character strengths of special education teachers and the roles they assume in teamwork. The findings also enhance understanding of the relationship between character strengths, team roles, and teamwork effectiveness in special education teachers.
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