THE PERSONAL QUALITIES OF TEACHERS AS A FACTOR IN THE EFFECTIVENESS OF INCLUSIVE HIGHER EDUCATION

Abstract

In the context of the development of inclusive higher education, the personal qualities of teachers working with students with special educational needs (SEN) play a critical role. The study aims to investigate the influence of teachers' personal qualities on their effectiveness in working with students with SEN in the context of higher education. The study included 120 teachers of higher education institutions in Kazakhstan. The research involved quantitative (surveys assessing empathy, openness to experience, professional self-efficacy, and engagement in the learning process) and qualitative (20 semi-structured interviews) methods. The data were analyzed through correlation analysis and thematic interview analysis. Significant correlations were found between teachers' personal qualities and various aspects of their work with SEN students. Empathy showed the strongest correlation with the effectiveness of communication (ρ = 0.69, p < 0.001). Highly empathetic teachers demonstrated greater engagement in the learning process (median 5.8 vs 4.8, p < 0.001) and flexibility of pedagogical approach (median 4.2 vs 3.4, p < 0.001). Qualitative analysis showed key themes including the importance of empathy (85% of respondents) and the need to continually adapt teaching methods (70%). The study emphasizes the key role of teachers' personal qualities in the effectiveness of inclusive higher education. The findings can be used to develop advanced professional training programs for teachers working with SEN students. Further research can focus on developing and testing the effectiveness of teaching strategies accounting for the identified personality factors.