Investigating Emotional Intelligence, Social Competencies, and Teacher Professional Experience in Addressing the Needs of Students with Special Educational Needs (SEN) Across Various Educational Settings in Poland

Abstract

Teachers are in the privileged position of being able to directly inf luence their students. Their work experience, perception and practical knowledge holds significant importance in shaping how they interact with special educational needs SEN students. This study aimed to identify the qualities, social competences and ask about the attitudes towards their work of those who teach and care for SEN pupils in different types of schools to determine whether the professional role of a teacher (general, support, special) leads to differences in their statements about their experience with these students. Research was conducted on teachers working with SEN students: 97 from integrative schools, 64 from mainstream school, 64 special school teachers (those with intellectual disability and autism). The data was collected using a questionnaire, the Two‑dimensional Emotional Intelligence Inventory (DINEMO) and the Social Competence Questionnaire. The findings highlight that teachers with more experience tend to work with students with SEN (intellectual disabilities, autism spectrum disorders) in schools where these students are more prevalent. It was challenging to find teachers with experience in certain areas, notably in groups of students with chronic illness and mental disorders, underscoring the need for additional training and practical support. The research emphasized that teachers with more experience were particularly evident concerning these last two groups of students