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This research aims to explore the relationship between various factors and the effectiveness of inclusive didactic-methodical procedures.

Challenges in the application of didactic-methodical procedures in inclusive teaching

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This research aims to explore the relationship between various factors and the effectiveness of inclusive didactic-methodical procedures.
Involved 309 primary school teachers from Croatia with experience in educating students with disabilities.
Utilized a questionnaire to collect data on demographics, educational practices, institutional support, and job-related factors.
Analyzed the relationship between work experience, attitudes, job stress, and job satisfaction.
Identified that selected variables explained 25.4% of the variance in didactic-methodical procedure application.
Self-assessed professional competence and job satisfaction were significant positive predictors.
Perceived institutional support and attitudes towards inclusion were correlated but not significant predictors.

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Research determines factors affecting didactic procedures in inclusive teaching, suggesting vital teacher competencies improve practices.

Šarčević-Ivić-Hofman et al. (2026) studied this question.

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