Abstract
The special features of inclusive educational envi-ronment require that teachers have specific personal qualities. The least studied ones among them are spiritual and moral ones (spirituality, warm-heartedness, empathy, acceptance of others, trans-communication potential, personal egocentrism). The results of the study show that teachers who consider inclusive education necessary have higher rates of spirituality and warm-heartedness. That ones who deny the idea of inclusion are character-ized by the predominance of physicality in the struc-ture of their personal profiles. The interrelations between the spiritual and moral qualities of teachers working in the sphere of inclusive education are based on the principles of coherence and diver-gence with the system-forming role of spirituality. All the spiritual and moral characteristics studied are ambiguously associated with the syndrome of pro-fessional burnout. Thus we can see their protective and compensatory or provocative significance for the development of this syndrome.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
