humility, inclusive education, teachers’ professional competence, personality traits, HEXACO-PI

Introduction. For centuries, humility has been regarded as a key value within major world religions, understood as a pathway to humanity and harmonious interpersonal relations. In contrast, contemporary society often places greater emphasis on individualism and celebrity culture. Modern psychology, however, demonstrates that humility is a practical and developable skill with significant relevance in professional contexts. According to Johnson et al. (2011), humility can be defined as the ability to recognize one’s personal limitations,remain open to the advice of others, avoid excessive self-focus, and appreciate others. These characteristics are particularly important inthe work of teachers in inclusive education, where a high degree of reflection, collaboration, and respect for diversity is essential. Humility in Ancient Literature. Historical sources describe humility as a form of strength rather than weakness. Plato emphasized the unity of «meekness» and discernment as a foundation of moral integrity. Xenophon understood humility as a complement to strength – a combination enabling effective action. Aristotle described meekness as a balanced state between impulsivity and apathy, unrelated to fear or passivity. The New Testament further presents humility as a form of empowered responsibility, enabling leadership without domination. Similarly, the Tao te Ching portrays humility as the capacity to serve as a supportive foundation for others. These principles apply naturally to the role of teachers in inclusive settings, who must be both firm and receptive, competent and open, demanding yet respectful. Research. The research sample consisted of 160 participants, examining the relationships between humility, self-esteem, and other personality traits using the HEXACO-PI (60-item version). Spearman correlations revealed no association between humility and low self-esteem, fear, anxiety, emotional instability, or social withdrawal. Humility is therefore not an expression of weakness, insecurity, or avoidance. The results support the conceptualization of humility as an independent, positively oriented personality trait. Conclusions. In the context of inclusive education, these findings indicate that humility can be understood as a professional competence of teachers. It enables them to reflect openly on their own limitations, collaborate effectively with assistants, specialists, and parents, accept feedback, and foster a classroom climate grounded in respect and partnership-based communication. In conclusion, humility should not be viewed as a weakness, but rather as a «quiet strength» that supports adaptability, pedagogical wisdom, and long-term resilience in the demanding environment of inclusive education.