Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education

2011 ◽  
Vol 27 (1) ◽  
pp. 51-68 ◽  
Author(s):  
Hannu Savolainen ◽  
Petra Engelbrecht ◽  
Mirna Nel ◽  
Olli-Pekka Malinen
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Teachers Attitudes

scholarly journals Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

2021 ◽  
Vol 13 (4) ◽  
pp. 2300
Author(s):  
Constanza San Martin ◽  
Chenda Ramirez ◽  
Rubén Calvo ◽  
Yolanda Muñoz-Martínez ◽  
Umesh Sharma
Keyword(s):  
Inclusive Education ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Inclusive Classrooms ◽  
Inclusive Practices ◽  
Teacher Qualification ◽  
Service Training ◽  
Teachers Attitudes ◽  
Attitudes Towards Inclusion

Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

Adaptation and validation of Multidimensional Attitudes toward Inclusive Education Scale

2021 ◽  
Vol LXXXII (2) ◽  
pp. 101-112
Author(s):  
Karolina Mudło-Głagolska
Keyword(s):  
Inclusive Education ◽  
Organizational Support ◽  
Self Efficacy ◽  
Perceived Organizational Support ◽  
Sense Of Self ◽  
Negative Relationship ◽  
School Integration ◽  
Reliable Tool ◽  
Starting Point ◽  
Teachers Attitudes

Polish researchers of teachers' attitudes towards inclusive education have not yet had a validity and reliable tool that could be successfully used in scientific research. The aim of the article is to present the adaptation and validation of the Multidimensional Attitude towards Inclusive Education Scale. A total of 556 teachers of all levels of education participated in the study, who completed the Polish version of the Multidimensional Attitudes towards Inclusive Education Scale, the Scale of Attitudes towards School Integration of Children with Disabilities, the Norwegian Scale of Teachers' Self-Efficacy and the Survey of Perceived Organizational Support. The factor analysis and the relationships between the variables were performed to confirm the theoretical validity and the scale reliability analysis. The study confirmed the three-factor structure of the Multidimensional Attitudes toward Inclusive Education Scale. The theoretical validity was also confirmed on the basis of positive relationships between the cognitive, affective and behavioral components of the attitude and the sense of self-efficacy, including motivating students and adjusting the program to students' needs, maintaining discipline and cooperation with parents, teaching students and cooperation with colleagues, perceived organizational support. Additionally, there was a positive relationship between the attitude components and a positive attitude to school integration and a negative relationship with a negative attitude to this integration. The reliability of the scale was confirmed in four trials. The article presents a validity and reliable tool for researching teachers' attitudes towards inclusive education, which may be a starting point for research on predictors and the consequences of these attitudes.

scholarly journals A Cross-National Study of the Effects of Education on Pre-Service Teachers’ Attitudes, Intentions, Concerns, and Self-Efficacy Regarding Inclusive Education

2022 ◽  
Vol 31 (1) ◽  
Author(s):  
Susanne Miesera ◽  
Laura Sokal ◽  
Nicole Kimmelmann
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Teacher Education Programs ◽  
Successful Implementation ◽  
Education Programs ◽  
Inclusive Teaching ◽  
Cross National

This study reports on a cross-national comparison of inclusion-oriented teacher-education programs. Canada and Germany have implemented inclusion in teacher education with the aim of improving inclusion in schools. Previous studies have shown the importance of latent characteristics of prospective teachers for the successful implementation of inclusion in schools and have pointed to the role of inclusion-oriented teacher education in developing these teacher characteristics. To measure potential changes in attitudes, intentions, concerns, and self‑efficacy, 132 student teachers from Germany and Canada were surveyed before and after a course about inclusive education. Internationally validated scales were used: Attitudes towards Inclusion Scale (AIS), Intention to Teach in Inclusive Classroom Scale (ITICS), Concerns about Inclusive Education Scale (CIES), and the Teacher Efficacy for Inclusive Practices scale (TEIP). The results of the German and Canadian groups differed: while significant changes in self-efficacy occurred between the first and second measurement points in both countries, the outcome for other factors varied. Significant changes in intentions to use inclusive teaching practices were found in Canada but not in Germany. The results are discussed in the context of the role of teacher-education programs in fostering inclusive teaching practices.

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