Spiritual and moral qualities of personality of educators engaged in inclusive education

The special features of inclusive educational environment require that teachers have specific personal qualities. The least studied ones among them are spiritual and moral ones (spirituality, warm-heartedness, empathy, acceptance of others, transcommunication potential, personal egocentrism). The results of the study show that teachers who consider inclusive education necessary have higher rates of spirituality and warm-heartedness. That ones who deny the idea of inclusion are characterized by the predominance of physicality in the structure of their personal profiles. The interrelations between the spiritual and moral qualities of teachers working in the sphere of inclusive education are based on the principles of coherence and divergence with the system-forming role of spirituality. All the spiritual and moral characteristics studied are ambiguously associated with the syndrome of professional burnout. Thus we can see their protective and compensatory or provocative significance for the development of this syndrome.