Sažetak
Fizičko vaspitanje (FV) prepoznato je kao podsticajno okruženje za socijalnu inkluziju učenika izbegličkog porekla. Međutim, uspešna inkluzivna praksa u velikoj meri zavisi od psihosocijalnih orijentacija nastavnika i njihove percipirane kompetentnosti. Polazeći od Teorije planiranog ponašanja (Theory of Planned Behavior – TPB), ovo istraživanje ispitivalo je stavove nastavnika fizičkog vaspitanja u Grčkoj, subjektivne norme, percipiranu kontrolu ponašanja (PBC) i namere u vezi sa inkluzijom učenika izbeglica, kao i njihovu povezanost sa moralnom kompetencijom i nastavničkim iskustvom. U istraživanju je učestvovalo 225 nastavnika fizičkog vaspitanja zaposlenih u državnim osnovnim školama u Grčkoj. Podaci su prikupljeni primenom upitnika za samoprocenu, kojima su procenjivani konstrukti TPB-a i moralna kompetencija (C-indeks). Za analizu podataka korišćeni su t-test za nezavisne uzorke, Pirsonov koeficijent korelacije i regresiona analiza.
Rezultati su pokazali da su nastavnici ispoljili visoke vrednosti stavova, subjektivnih normi i namera, kao i umereno visoku percipiranu kontrolu ponašanja u vezi sa inkluzijom. Varijable TPB-a bile su međusobno snažno povezane, dok su razlike između polova utvrđene samo u subjektivnim normama, pri čemu su muškarci ostvarili više rezultate. Moralna kompetencija bila je negativno povezana sa subjektivnim normama i percipiranom kontrolom ponašanja, ali nije bila povezana sa stavovima niti sa namerom. Nastavničko iskustvo nije pokazalo povezanost ni sa jednom od ispitivanih varijabli. Prethodna interkulturalna obuka negativno je predviđala nameru za inkluzivno delovanje, ali uz mali procenat objašnjene varijanse. Dobijeni nalazi ukazuju na značaj percipirane kompetentnosti i institucionalne podrške u unapređenju inkluzivne prakse u nastavi fizičkog vaspitanja.
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