Organizational Work Context And Inclusive Teaching Practices: A Survey Of Teachers’ Percep tions

Organizational context is commonly interpreted as a set of situational opportunities and constraints that influence behaviors and the meaning of interactions within an organization (Johns, 2006). It encompasses the underlying environmental stimuli, the most salient situational features, and changes over time, providing constraints and opportunities that shape organizational behavior (Johns, 2006). However, despite its relevance, the impact of organizational context has received relatively limited consideration in research (Porter & Schneider, 2014; Felin et al., 2015). Specifically, within the realm of education, understanding teachers’ perceptions of context is pivotal for enhancing teaching practices and encouraging their active involvement in classroom and school management (Botta & Stanzione, 2022). Unsurprisingly, the teaching profession in Italy necessitates the possession of specific, interconnected skills that contribute to teaching efficacy, organizational proficiency, and overall professional competence (MIUR, 2016). This study aims to delve into the contextual perceptions of Italian teachers across all grades. Data were gathered through the adaptation of the Indicator Tool Questionnaire for school settings (Guidi et al., 2012), which is integrated into the INAIL methodology (INAIL, 2017) for assessing work-related stress. This adaptation facilitated the expansion of dimensions and the inclusion of specific aspects, notably teachers’ perspectives on inclusion processes. Preliminary findings reveal a significant correlation between teachers’ perceptions of context and socio-demographic variables, contextual characteristics, and other pertinent aspects of their work. Analyzing teachers’ perceptions of context can yield valuable insights for enhancing teaching practices and fostering an inclusive and dynamic school environment (Stanzione & Botta, 2023). This paper thus presents an empirical outlook on teachers’ perceptions of context, underscoring the importance of acknowledging the organizational impact on teaching practices and teacher education. The results delineated in this contribution serve as a foundation for further exploration and interventions aimed at enhancing the effectiveness and inclusivity of education