We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Attitudes Towards Inclusion and Self-Efficacy of Principals and Teachers.
- Authors
Urton, Karolina; Wilbert, Jürgen; Hennemann, Thomas
- Abstract
Current research provides evidence of the positive influence of sense of (self-)efficacy and personal experience regarding attitudes towards inclusion for children with special educational needs (SEN). A multilevel study was designed to investigate the relationship between attitudes towards inclusion and sense of efficacy as well as mainstreaming experience at the individual, teaching staff, and principal level. In this context, 48 primary schools with inclusive classrooms were examined. Results indicated that teaching staff differ in regard to attitudes towards inclusion and individual and collective efficacy. Furthermore, there was a relationship regarding attitudes towards inclusion and mainstreaming experience between the school principal and the teaching staff. In regard to factors influencing attitudes towards inclusion, at the individual level, sense of self-efficacy and mainstreaming experience, and at the teaching staff level, collective efficacy, influenced attitudes towards remedial education. Teacher self-efficacy significantly influenced attitudes towards social integration. Results suggest that successful supervision of the process in inclusive school development depends on a consideration of the school's overall framework of circumstances -- its principal, its teachers, and its staff.
- Subjects
SELF-efficacy in teachers; SCHOOL principals; SPECIAL education; INCLUSIVE education; REMEDIAL teaching
- Publication
Learning Disabilities - A Contemporary Journal, 2014, Vol 12, Issue 2, p151
- ISSN
1937-6928
- Publication type
Article