Organizational Work Context and Inclusive Teaching Practices: A Survey of Teachers’ Perceptions

Organizational context plays a pivotal role in shaping teachers’ behaviors, in-teractions, and professional development within schools. This study aimed to expand the Perceptions of School Context scale, by introducing five new dimen-sions to evaluate inclusive aspects of the organizational work environment. A total of 177 teachers from Italian schools participated, providing insights into their perceptions of inclusion processes, relationships, and organizational sup-port. Results demonstrated significant correlations among the dimensions, highlighting the interconnected nature of organizational factors. ANOVA anal-yses revealed differences in perceptions based on role, employment status, and years of experience, emphasizing the influence of individual and contextual el-ements on organizational inclusivity. These findings underscore the importance of fostering collaboration, managing teacher workloads, and offering targeted training to enhance inclusivity and professional relationships in schools.