Inclusive Teaching Competences of Primary School Teachers in Greece

Inclusive education constitutes a central priority of modern educational policies internationally. It requires educators with developed professional competences, capable of creating learning environments that support equitable participation and creatively utilize student diversity. This study investigates the level of development of inclusive teaching competences among primary school teachers in the Attica region (Greater Athens area). The questionnaire is based on the Teacher Professional Learning for Inclusion (TPL4I) model by the European Agency for Special Needs and Inclusive Education and is administered online to 683 teachers, using a seven-point Likert scale. The results show that teachers generally possess a good level of inclusive competences, with higher self-assessment in “Working With Others” and lower in “Valuing Learner Diversity.” Correlation analysis reveals significant positive relationships between the four core values, while cluster analysis identifies two distinct professional profiles with differing levels of perceived inclusive competence. Specifically, the first profile exhibits a moderate level of inclusive competences and caution in managing diversity, while the second shows a high level of development and active engagement in professional learning. The findings highlight the importance of holistic professional learning strategies that foster the simultaneous growth of all four core values to enhance the effective implementation of inclusive teaching.