TEACHERS’ SENTIMENTS, ATTITUDES AND CONCERNS ABOUT INCLUSIVE EDUCATION AND SELF-EFFICACY FOR INCLUSIVE PRACTICES

Stella Gkouvousi, Stylianos Kaprinis, Gdonteli Krinanthi

Abstract


The present study explores Greek teachers' attitudes and sentiments about inclusive education and their overall self-efficacy in instructing students with disabilities. Further aims of the study are: (i) to determine the degree to which teachers' sentiments, attitudes, and concerns towards inclusion can be a predictive factor for teaching self-efficacy and (ii) to investigate the extent to which demographic variables and occupational profile are related to attitudes, perceptions, and concerns of inclusion and teachers' self-efficacy. 165 Greek teachers responded to (1) The Sentiments, Attitudes, and Concerns about Inclusive Education Scale Revised [SACIE-R]) (Forlin et al., 2011), (b) Teaching Students with Disability Efficacy Scale - TSDES (Dawson & Scott, 2013). The findings showed a positive correlation between teachers' self-efficacy for implementing inclusive practices and their attitudes, sentiments, and concerns regarding inclusive education. Greek educators are in favour of inclusive education, feeling positive about it and acting like positive role models. Self-efficacy is predicted by their attitudes, perceptions, and concerns which are influenced by demographic factors. The regression analysis indicated that self-efficacy in the effective adoption of inclusion is correlated with teachers' attitudes and perceptions. Results may help shape the curriculum for teacher preparation programs to further support inclusive education.

 

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inclusive education, self-efficacy, teachers’ attitudes, sentiments, concerns

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