Teachers' evaluation of importance of selected determinants of education of socially disadvantaged pupils

Abstract

Education of socially disadvantaged pupils is a current issue widely discussed, especially in the context of the philosophy of inclusive education. The present article focuses on presentation of results of a research study aimed at finding out the relevance to teachers of selected determinants involved in education of socially disadvantaged pupils. For this purpose the Q-methodology was used. We found that teachers teaching at the selected elementary schools saw as the most relevant determinants of education of socially disadvantaged pupils reduced class numbers and interest of the socially disadvantaged pupils in their own education, while determinants of the teacher's side (social environment the teacher comes from, their religious belief and race) were considered less relevant.