A Study on the Relationship Between Creative Attitudes of Secondary School Teachers and Their Professional Competence in Teaching Students with and Without Disabilities

Introduction: Teacher professional competence may be an indicator of general, special and inclusive education quality. However, creative attitudes of teachers may contribute to an increase in their motivation, self-awareness and subjective well-being. Furthermore, teachers’ professional competence may constitute grounds for developing creative competence which enables an analysis of the relationship between teachers’ creative attitudes and teachers’ professional skills in working with students with disabilities and without special needs. Research Aim: The present study aimed to compare the levels of perceived professional competences in teaching students with and without disabilities as well as to examine the relationship between the creative attitudes and the aforementioned competences in a sample of secondary school teachers. Research Method: A diagnostic survey method as well as the following instruments were used: Creative Behavior Questionnaire KANH by Popek, Teachers’ Perceived Professional Competences Questionnaire by Byra and Kazanowski, a short demographic survey aimed at teachers. Results: The teachers place greater emphasis on evaluative and innovative competence in teaching students with disabilities. However, psychological and communicative competence in working with students without special needs are rated higher. There is a relationship between teachers’ creative attitudes and the self-reported professional competences in teaching students with and without disabilities. The interdependencies are more recognizable regarding the students without special needs. The hypothesis was partially verified. Conclusions: The findings prove that fostering teachers’ creative attitudes may improve teachers’ professional competences in special, mainstream and inclusive education. Pedagogically, it is important to promote both student and teacher creativity.