Vol.

II (LXIV)
No. 1/2012

66 - 75

Basic personality dimensions and the attitudes of primary

and secondary school teachers towards inclusive education
Jelisaveta Todorovi a*, Snezana Stojiljkovi a, Gordana Djigi ,a Suzana
Ristani
a

Faculty of Philosophy, University of Ni, irila i Metodija 2, 18000 Ni, Serbia

Abstract
The research is concerned with the correlation between primary and secondary schools teachers
attitudes towards inclusive education and basic personality dimensions. The attitudes towards inclusive
education include the attitudes regarding the inclusion of children with different developmental
difficulties in regular schools, the attitudes regarding the responsibility of a school for quality education
for all children, and teachers` self-evaluation regarding their own relevant professional and personal
capacities to work with children having developmental difficulties. Teachers personality was
examined through five basic dimensions: neuroticism, extraversion, openness, agreeableness and
consciousness. The results show that 80% of examinees support the inclusive education. Teachers
attitudes towards inclusive education significantly correlate with their openness. Teachers in primary
schools have a more positive attitude towards inclusive education compared with secondary school
teachers.
Keywords: education; inclusion; attitudes; Five Factor Model; openness

1. Introduction
1.1. Inclusion
When we discuss on inclusion we discuss it on two levels. In a broader sense it
represents an inclusion of an individual and groups into a system in a whole. This
process provides them greater participation in bringing decisions that influence their
lives. In a narrower sense, inclusion represents a complete participation of all in
educational and upbringing system regardless of their sex, national and religious
groups, socio-economic origin and health condition (Broj in, 2009).
1.2. Definition of inclusive education
There is no general definition of inclusive education. There are a few authors who
have tried to contribute to defining this term. Some of the definitions are more and
others are less demanding and restrictive.
Audom and al. (2004, according to Broj in, 2009) look upon inclusion as programs
or groups in which participate both children with developmental difficulties and
children of typical development.
For Begeny and Martens (2007, according to Broj in, 2009) inclusion represents
practice of inclusion of all pupils regardless of their capabilities or origin, into classes
that suit their age and into schools that are willing to fulfill their needs.
For Ferguson (1996, according to Broj in, 2009) inclusion is a movement which
seeks for creation of schools which will fulfill the needs of all pupils, thus establishing
* Corresponding author: Tel.: +381 18 514 311, fax: +381 18 514 310
E-mail address: jelisaveta@filfak.ni.ac.rs

Todorovi , Stojiljkovi , Djigi , Ristani /Journal of Educational Sciences & Psychology

such learrning communities where both groups of pupils will be educated together in
regular classes in schools in neighbourhood.
Farrell (2000, according to Broj in, 2009) considers that complete inclusion should
mean that included pupils are complete and active part of regular schools life, that
they are valued as a part of school community, and regarded as its integral members.
Snow (Snow, 2001 according to Broj in, 2009) considers that inclusion is neither a
privilege which is gained, nor a right given to individuals. It is a state of mind. It is
always reciprocal, and in inclusive surrounding everyone benefits for all. If a
community member only gets or takes, and does not give, he is not involved in
anything; he is a begger, a guest or a thief.
Inclusion represents a complete involvement of all in educational system regardless
of their sex, nationality and religious beliefs, socio-economic background and
physical condition. It is very important because it offers to children with various kinds
of problems better education, involvement into social surrounding and more
opportunities when applying for a job.
But in real life, it is often different. Children with disability and with other
development difficulties, Roma children and children of internally displaced parents
are very often excluded from the regular educational process and included into special
schools. Implementation of inclusive education is significantly influenced also by the
attitudes of teaching staff. These attitudes depend on numerous factors, such as:
upbringing in a family, characteristics of personality of an individual, motives and
interests, a level of information of a certain group of people.
In research Attitudes of Parents, Teachers and Children towards Persons with
Invalidity Mi evi (Mi evi , 2005), among other findings, reveals the data which
have shown that examined adults, in a scope of a general negative attitude towards
persons with invalidity, state isolation (18%), handicap (17,3%), their sadness (7,7%)
and incapability (4,9%). To a posed question: What would you change at such a
person?, the most answers were isolation (27,4%), handicap (15,7%), pessimism
(6,3%) etc. Neither teachers nor parents are obviously aware that they do not accept
secondary consequences of an handicap, which result out of negative attitudes of their
surrounding towards persons with invalidity.
The research in scope of joint project of Ministry of Education and Sport of
Republic of Serbia, UNICEF and Save the Children with its office in Belgrade, on
attitudes - value orientations of primary and secondary school teachers towards
children with development diseasies has shown the following results (Hrnjica and al.
2007):
1. Both primary and secondary school teachers are not professionally prepared for
work with children having developmental difficulties;
2. This area of education is, in large scope, burdened by lack of information,
negative attitudes and prejudices;
3. Most children with developmental difficulties are in regular primary schools
(approximately 85% on the basis of taken samples from schools) which are neither
in administrative sense nor in material one prepared to accept the children, thus
not being able to successfully educate them. On the other hand,there is no
alternative such as special schools;
4. In unprepared schools children achieve weak academic success;
5. Negative experiences produced by an unprepared system provoke in children with
developmental difficulties, in their parents, peers and teachers negative influence,
because they, on a long term bases do not enhance activities directed towards
repeated launching of inclusive programs. They also give strong arguments to
opponents of mutual education for children with and without developmental
difficulties;
6. Highly negative attitude towards inclusion prevailed at more than 59% of
unprepared primary and secondary school teachers.
The research of attitudes and experiances of teachers in south-east Serbia has given
more or less similar results (Stankovi - Djordjevi , 2006).
The previous results implicate that at a certain number of teachers ambivalent
attitudes towards inclusion are present.

67

Todorovi , Stojiljkovi , Djigi , Ristani /Journal of Educational Sciences & Psychology

The fact is that, generally, benefits from inclusive work are much greater than risks.
Families with children of regular population gain new experiences, learn about
individual differences, develop new and significant relations within their own family
and with families with children who have developmental difficulties.
1.3. Attitudes
Attitudes have great influence on peoples behaviour. Attitudes represent relatively
stable knowledge, emotions and reactions towards people, phenomena and situations
(Rot, 1994). It is a gained disposition and willingness to see in a certain way, think,
react and act emotionally, but what that reaction is going to be, that depends on
experiences of an individual formed throughout his life. The factors influencing on
forming, development but also on changing of attitudes and prejudices are: culture,
subculture, social norms, education, as well as up-bringing within a family.
The notion of attitude integrates three areas of human psychological life:
intelectual, emotional and willing, giving them equal significance in relation to an
explanation of relatively consistent behaviour of a man. The complexity of notion of
attitude enables to present someones complex behaviour as fully as possible. Being
familiar with someones attitudes enables to predict human behaviour.
According to Krech, Cratchfield and Ballachoy (Krech, Cratchfield and Ballachoy,
1972, according to Rot, 1994) attitudes are permanent systems of positive or negative
evaluation, emotions and tendency to take over an action for or against- in relation to
different objects. This definition puts in the first place the complexity of attitudes
emphasising that they parallely include: cognitive, emotional and will function.
Attitudes, much more used in detail than up to that time used notions, express the
complexity of behaviour connecting influence of various social factors and activities
of a man. The notion of an attitude proves to be appropriate for explaining and
prediction of behaviour regarding socially significant questions and phenomena
(Rot,1994).
All these enable us, on the basis of familiarity of attitudes, to relatively successfully
predict someones behavior in different situations. For example, if we knew the
attitudes towards children from marginalized groups, we would be able to predict
whether teachers would have any feeling of pleasantness or unpleasantness when
meeting children with disability. The component of willingness of an attitude includes
readiness for a greater or smaller engagement. E.g. by examining teachers in both
primary and secondary schools towards inclusion, we may learn to what extent
teachers are ready to support the inclusion into educational system of children with
disability and with other developmental problems.
Taking the process of inclusion into an educational system as a part of a social
process, which mostly should be realized by teachers, we wanted to examine to which
extent teachers in both primary and secondary schools accept the inclusion of children
with disability and other developmental difficulties, and also, whether the attitudes
towards inclusive education are connected to some characteristics of teachers
personality.
Teachers personal characteristics are a certain kind of their personal equipment for
work in a class and for transfer of knowledge, social skills and moral values through
educational process. Teacher as a professional posseses multiple competences:
professional, interpersonal and personal skilles. The researches have shown that the
following competences help the transfer of knowledge in a learning process (Suzi ,
2005):
- assertiveness - recognition and respecting personality, emotions and attitudes of
others;
- self-confidence, self-control and personal integrity;
- adaptability, flexibility in accepting of changes;
- openess for new ideas, approaches and information.

68

Todorovi , Stojiljkovi , Djigi , Ristani /Journal of Educational Sciences & Psychology

1.4. Basic personality dimensions

In numerous psychological researches for a universal multidimensional model of
personality Costa and McCrae created one of common accepted model of personality
structure, that is called Big Five (Costa and McCrae 1985, according to: Kneevi ,
Damonja-Ignjatovi , Djuri - Jo , 2004). According to this model, a personality
might be described with five basic dimensions which represent broad domains of
personality. Five basic domains of personality are: neuroticism, extraversion,
openness, agreeableness and consciousness. Neuroticism is the first basic dimension
which makes differentiation between persons in regard to adaptation and emotional
stability-emotional instability. It represents an inclination of a person to experience
negative emotions such as: sadness, fear, anxiety, wrath, guilt. Extraversion is a basic
personality dimension which relates to sociability and being friendly. Persons with
high scores on a dimension of extraversions are talkative and friendly, self-assured,
active, cheerful, optimistic and outgoing, full of energy. Introverts are closed,
reserved, more independent and more sensitive and moderate in his nature. Openness
stands for intellectual curiosity, preference of diversity, a need for a change and
tendency towards not dogmatic attitudes. They are characterized by tendency towards
experimenting, new ideas and not conventional values. They experience more
intensively both negative and positive emotions. They tend to question authorities and
dogmas, they are open to new ideas and values, but they are not without principles
and consistency. Agreeableness stands for trust, altruism, compassion, a need to help
others. Persons with low score tend to be cynical, selfish, suspicious about others
peoples intentions, egocentric and competitive, while high score represents a
tendency to be cooperative, altruistic and empathetic. Consciousness represents an
ability of self-control in a sense of a disciplined inclination towards goals and strict
holding on ones own principles, carrying out of obligations and duties. This
dimension is connected to academic and professional success. These persons are
oriented towards goals, accurate and reliable (Kneevi , Damonja-Ignjatovi , Djuri Jo , 2004)
2. Method
2.1. Objective
The basic aim of the research is to determine whether basic personality dimensions
re related to the attitudes of teachers in both primary and secondary schools towards
inclusive education. The role of some other factors have been examined sex,
working experience, a level of education at which they teach and attending trainings
in the field of inclusive education.
Special goals of the research are to examine:
the attitudes to inclusion of primary and secondary school teachers;
the level of basic personality dimensions in teachers sample;
the reletionship between primary and secondary school teachers attitudes towards
inclusive education and their basic personality dimensions;
if there are significant differences in the attitudes to inclusive education between
male and female teachers;
if there are significant differences in the attitudes to inclusive education between
primary school teachers and secondary school teachers;
if there is a difference in the attitudes to inclusive education of both primary and
secondary school teachers in regard to work experience;
if there is a difference in the attitudes to inclusive education between teachers who
have attended training in the field of inclusive education and those who have not.
2.2. Participants
The sample comprises of 100 teachers 50 from a primary school, and 50 from a
secondary school working in Ni, Serbia. The sample consisted of 76 females and 24

69

Todorovi , Stojiljkovi , Djigi , Ristani /Journal of Educational Sciences & Psychology

males, 40 of them had some kind of training in the inclusive education, while 60 did
not.
Table 1. The structure of the sample regarding the age
Age of the examinees
Frequency
24-34
18
35-44
33
45-54
27
55-64
22
Table 2. The sample structure regarding the work experience
Years of working experience
Frequency
1-10
31
11-20
41
21-30
14
31-39
14

Percentage
18,0
33,0
27,0
22,0

Percentage
31,0
41,0
14,0
14,0

2.3. Instruments
Basic personality dimensions were measured by Revised NEO Personality
Inventory (Costa and McCrae 1985, according to: Kneevi , Damonja-Ignjatovi ,
Djuri -Jo , 2004). NEO-PI-R is used for assessment of five basic dimensions:
neuroticism, extraversion, openness, cooperativeness and consciousness. The scale is
Lickerts type and has 240 items.
For the examining of teachers attitudes towards the inclusive education, SIO
questionnaire of attitudes towards this kind of education has been used. This
questionnaire is based on larger questionnaire made by Ivana Mila -Vidojevi ,
Nenad Glumbi and Branislav Broj in from the Faculty for the special education and
rehabilitation, Belgrade, 2010. The questionnaire consists of 20 claims of Lickerts
type. 15 claims are related to teachers attitudes towards education of children with
various difficulties in regular schools. The 16th claim represents the general attitude
on responsibility of a school to give possibility for quality education to all children
regardless of their eventual difficulties in development and other problems. The last
four claims refer to teachers beliefs in their own relevant professional and personal
capacities.
2.4. Procedure
The instruments were administered by instructed operators, as follows: the NEOPI-R was administered in a group, just like a SIO questionnaire, according to the
instructions. The examined were told about the purpose of the research, and that the
information they provide would be secured.
2.5. Data analysis
The statistical analysis has been conducted by SPSS 15.0
3. Results
Special goals of the research were to examine the primary and secondary schools
teachers' attitudes to inclusive education and to examine the level of basic personality
dimensions in teachers sample.

70

Todorovi , Stojiljkovi , Djigi , Ristani /Journal of Educational Sciences & Psychology

Table 3. The attitudes to inclusive education in theachers' sample (descriptive statistics)

Min
Measure of attitudes
towards inclusive
education based on
the whole
questionaire

34

Max

SD

119

80,31

20,038

Table 4. The attitudes to inclusive education in theachers sample - item analysis (descriptive statistics)
Item number
SIO20
SIO18
SIO19
SIO4
SIO6
SIO5
SIO15
SIO10
SIO16
SIO17
SIO12
SIO3
SIO13
SIO9
SIO14
SIO7
SIO1
SIO8
SIO2
SIO11

Min
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

Max
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6

M
4,97
4,78
4,76
4,73
4,55
4,39
4,36
4,29
3,97
3,88
3,85
3,84
3,75
3,75
3,74
3,68
3,65
3,30
3,20
2,87

SD
1,105
1,194
1,093
1,136
1,493
1,449
1,345
1,445
1,487
1,365
1,395
1,354
1,431
1,373
1,346
1,569
1,500
1,487
1,407
1,561

Out of the total number of the examined teachers, 80% have supported the idea of
inclusive education. Teachers have shown the least resistance towards pupils with
emotional developmental difficulties, towards pupils with mobility impairments, then,
towards pupils who have a certain chronic disease, etc. The strongest resistance was
towards pupils with attention deficit and hyperactivity disorder, towards pupils having
speaking disorder, and who cannot write nor to do other actions independently. Also,
teachers show resistance towards pupils who do not make contact with others and
whose behaviour is not comprehensible to others, then, towards pupils who cannot see
and who use Brays letter, pupils who cannot hear someone elses speech and for
whom the only way to communicate are gestures (sign language). The strongest
resistance is oriented towards pupils with difficulties in intellectual growth. This
result matches with the research results of Djigi and Stojiljkovi (2011), related to
the attitudes of primary school teachers towards inclusive education. The authors
learned in their research that teachers are the most supportive towards pupils with
difficulties in emotional development, while the less supportive towards pupils with
difficulties in intellectual growth, with hearing, visual and mobility impairments.

71

Todorovi , Stojiljkovi , Djigi , Ristani /Journal of Educational Sciences & Psychology

Table 5. Basic personality dimensions in teachers sample

Basic personality
Minimum
Maximum
dimensions
Neuroticism
17
35
Openness
24
44
Cooperativeness
8
34
Consciousness
16
36
Extraversion
19
60

SD

23,94
36,87
25,47
28,53
29,65

3,423
3,711
3,719
2,812
5,307

The basic aim of this research is to determine whether primary and secondary
school teachers attitudes towards inclusive education are related to basic personality
dimensions. It is also examined whether the attitudes towards inclusion are related to
sex, to educational cycle at which teachers work, to years of working experience, and
to attendance trainings in the field of inclusive education.
The hypothesis that there is a direct correlation between attitudes towards inclusion
and personality dimensions has been partially confirmed. The correlation results
between attitudes towards inclusive education and personality dimensions are
presented in the Table 6.
Table 6. Correlations between the attitudes towards the inclusive education and personality
dimensions
The attitudes towards inclusive
education
r
-,152
Neuroticism
significance
,132
r
,056
Extraversion
significance
,578
r
,323
Openness
significance
,001
r
-,120
Cooperativeness
significance
,236
r
,120
Consciousness
significance
,234

Only openness as a personality dimension significantly correlates with positive

attitudes towards inclusion.
Following tables content results showing whether there are differences regarding
the attitudes towards inclusive education between male and female teachers, as well as
with regard to the level of education at which the examined are teaching. Also, there
are shown differences with regard to years of working experience and with regard to
attendance trainings in the field of inclusive education.
Table 7. Differences in attitudes towards inclusive education between male and female teachers
SEX
M
SD
T
Df
significance
Female
79,6
27,1
,180
98
,858
Male
80,5
17,4

There are no significant differences between genders regarding their attitudes

towards inclusion.
Table 8. Educational cycle to which a teacher belongs and attitudes towards inclusion
Educational cycle
M
SD
T
Df
significance
Primary school
88,5
17,1
3,92
98
,000**
73,8
19,8
Secondary school

72

Todorovi , Stojiljkovi , Djigi , Ristani /Journal of Educational Sciences & Psychology

Primary school teachers have more positive attitude towards inclusion than
secondary school teachers.
Table 9. Attitudes towards inclusion and years of working experience
df
F
Differences in attitudes towards
inclusive education among groups
3
6,408

significance
,001

Teachers with shorter working experience have more positive attitude towards
inclusion than teachers with longer working experience. Teachers with 1-10 or 11-20
years of working experience express more positive attitude towards inclusion in
relation to teachers who have 21-30 or 31-39 years of working experience.
Table 8. Differences in attitudes towards inclusion between teachers who have passed through certain
training in inclusive education and those who have not
Educational
M
SD
T
Df
significance
cycle
passed the
Attitudes
22,5
82,5
training
towards
inclusive
,912
98
,364
education of have not
18,5
78,8
passed the
teachers
training
who

There are no differences regarding attitudes towards inclusion between these two
groups.
4. Discussion
The results of the research have showed that tested teachers have, in general, a
positive attitude towards including children with invalidity and children with other
kinds of developmental difficulties into regular education. Teachers have shown the
least resistance towards pupils with emotional developmental difficulties, with
mobility impairment, those who have some chronic disease, etc. Greater resistance
have been shown towards pupils who do not establish contact with others and whose
behaviour is not comprehensible, with problems of sight and hearing, while the
greatest resistance have been shown towards children with difficulties in intellectual
growth.
According to the research results, it has been shown that there are significant
positive correlation between the attitudes towards inclusive education and openness.
Persons at whom this dimension is outstanding are always ready to meet new and
various things, curious and prone to constantly experiment and create new ideas. This
kind of a teacher would have the most agreeable influence on development of children
with invalidity or other developmental difficulties. He would not only accept for such
a child to go to a class with other children, but also he would try to learn
characteristics of such a child, to recognize the childs potentials and to strengthen
them, to innovate teaching methods and adjust them to those children.
This dimension is relatively high in examined teachers sample.
Expectation that there is a positive correlation between cooperativeness and the
teachers attitudes towards inclusion has not been fulfilled. This dimension is
expressed relatively high. The expectation that there is a positive correlation between
a dimension of consciousness and teachers attitudes towards inclusion has not been
fulfilled. Persons who have this dimension dominant are characterized by
competence, order, duty, achievement, self-discipline and cleverness. They tend to be
more rigid regarding inclusive education. If they do not have enough information on a
certain kind of invalidity, or some other developmental difficulties, they do nothing

73

Todorovi , Stojiljkovi , Djigi , Ristani /Journal of Educational Sciences & Psychology

until they obtain accurate and reliable information on how these function. This
dimension is expressed relatively high.
The research results have shown that primary school teachers have more positive
attitude towards inclusion in comparison to secondary school teachers. The primary
education concept is created to be suitable for everyone. The tested secondary school
teachers teach at grammar school. The selection for enrolling into a grammar school
excludes certain categories of pupils, before all - pupils with intellectual difficulties.
That is probably the reason of differences which have appeared in the attitudes of the
tested.
The expectation that teachers who have more working experience express more
positive attitude towards inclusive education than teachers who have less working
experience has not fulfilled. Contrary to expectations, teachers with 1-10 or 11-20
years of working experience express more positive attitude towards inclusion in
relation to teachers who have 21-30 or 31-39 years of working experience. We
assume that the reason is, among others, the age of the tested which correlates with
the length of work experience. Younger tested teachers are generally more optimistic,
and so their attitude towards the success of children with developmental difficulties is
more positive. Teachers who have more years of working experience show greater
resistance since they worked in the time when the educational system was different.
Children with invalidity and other developmental difficulties were in special schools,
so it is very difficult to change the attitudes of teachers who have been working more
than 20 years. Since the idea of inclusive education is not unfamiliar anymore, it is
easier for teachers with shorter working experience to have more positive attitude
towards inclusion.
The expectation that teachers who have attended some kind of training in the field
of inclusive education would have more positive attitude regarding inclusion in
comparison to those who have not, has not been fulfilled. Namely, it is possible that
training programs on inclusive education are made so that teachers do not get
information on methods they are supposed to use when teaching children with special
needs, as well as information on abilities and capabilities of children with difficulties
in development. It is probable that they get information on the nature of
developmental difficulty and problems which those difficulties have.
The possible shortcoming of this research is gathering of data on an appropriate
sample of primary and secondary school teachers. Besides this, in social psychology
is well known that examined sometimes give socially desired answers, wanting to
present themselves in better light what might influence on results which were got on
the SIO questionnaire.
In researches on representative and numerous sample such shortcomings would be
possible to reduce to lowest possible level.The received results, in some way, have
given the directions how to set goals of some new and encompassing research.
5. Conclusion and recommendation
Inclusion is not a state, it is a developing process. In order to develop this process
successfully, it would be desirable for training programs on inclusive education to
offer information on the nature and problems which disability and other difficulties in
development carry, as well as on capabilities and abilities of persons with disability
and other difficulties in development; also the reccommendations and desirable
methods of work for achievement of planned educational results.
Persons with developmental difficulties are very different when it comes to kind
and origin of their primary developmental damage. In emotional and social sphere
different types of developmental disorders have very similar consequences (Hrnjica,
2004). Anxiety and depression are the commonest reactions both of a family and a
child as soon as he becomes aware of his difference. In an early developmental period
regressive tendencies can be experienced (regression to already overcome patterns of
behaviour), abnormal dependency, strong egocentrism (due to absence of experience
of giving often insisting on his own demands and insensitivity for others). A child
becomes closed, prone to phantasms (as a shield from unpleasant reality), etc. All

74

Todorovi , Stojiljkovi , Djigi , Ristani /Journal of Educational Sciences & Psychology

these consequences of developmental difficulties are hard to eliminate due to

numerous psychological reasons, but it is possible to make them less difficult.
Pleasant atmosphere in a family, kindergarten and school significantly alleviate
probability for those personality traits to appear. Prevention on stopping secondary
consequences of developmental difficulties is the most successful when it is done in a
right time and educational institutions at all levels.
Acknowledgements
This paper was created within the research project No. 179002 - Ministry of
Science and Technological Development, Serbia.
References
1. Beltrn, E.V.: Roles of teachers - a case study based on: Diary of a language teacher (Joachim
Appel,
1995),
Universitat
Jaume,
retrieved
in
2011
from:
http://www.uji.es/bin/publ/edicions/jfi6/teachers.pdf
2. Broj in, B. (2009). Inclusive education - general concepts. Belgrade: MIDWAY inclusion of
children with developmental difficulties into education and employing persons with invalidity.
(in Serbian)
3. Handly G.D. (1973). Personality, learning and teaching. London and Boston: Routledge &
Kegan Paul
4. Hrnjnica, S., Rajovi , V., olin, T., Krsti , K. & Kopunovi , D. (2004). A School by a child`s
measure, a reference book for work with pupils of regular school who have difficulties in
development. Belgrade: The Institute for Psychology, Faculty of Philosophy, Belgrade & Save
the Children, UK, the office in Belgrade. (in Serbian)
5. Hrnjic , S. (2007). Inclusion of pupils with developmental difficulties in regular primary
schoools. lgr de: Institut of Psychology, Faculty of Philosophy & Save the Children UK
Pr gr mme for Serbia. (in Serbian)
6. Knezevi . G., Damonja-Ignjatovi , T. & Djuri -Jo , D. (2004). Five - Factor Personality
Model. Belgrade: Centre for Applied Psychology. (in Serbian)
7. Djigi , G. & Stojiljkovi , S. (2011). Classroom management styles and attitudes of primary
school teachers towards inclusive education, XVII Empirical researches in psychology Abstract book, Belgrade University, Faculty of Philosophy, pp 79. (in Serbian)
8. Lindgren H.C. (1976). Educational psychology in the classroom, New York: John Wiley &
Sons, Inc.
9.
vi . (2005). Parentss teachers and childrens attitudes towards people with invalidity.
Pedagogical reality, 3-4, 296 305. (in Serbian)
10. Opa , G. (1995). Personality in a social mirror. Belgrade: The Institute for pedagogical
researches.
11. Rot, N. (1994). Bases of social psychology. Belgrade, Institute for books and teaching materials.
12. St nk vi Dj
vi , . (2006). Teachers educational constructs towards children with
developmental disorders. In: L pi , V. (ed.). Applyed Psychology. University of Ni, Faculty
of Philosophy, 193 205. (in Serbian)
13. Suzi , N. (2005). Pedagogy for the 21st century. nj Luk :
Pr ss. (in Serbian)

75