ERIC Number: EJ1032641
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1183-322X
EISSN: N/A
Canadian In-Service Teachers' Concerns, Efficacy, and Attitudes about Inclusive Teaching
Sokal, Laura; Sharma, Umesh
Exceptionality Education International, v23 n1 p59-71 2014
The study examined concerns, attitudes, and teacher efficacy of 131 in-service, Kindergarten to Grade 8 teachers in three school divisions in Manitoba, Canada. Analyses were conducted to identify the relationships between teachers' back-ground variables, their attitudes and concerns about teaching in inclusive classrooms, and their efficacy for inclusive teaching. In addition, potential effects of training in special education on teachers' concern level were examined. Participants who had undertaken some training in special education had lower degrees of concerns about teaching in inclusive classrooms. We discuss the implications of these findings and how addressing in-service teachers' concerns could enhance their attitudes about inclusive teaching and their overall teacher efficacy.
Descriptors: Foreign Countries, Inclusion, Teacher Attitudes, Elementary School Teachers, Self Efficacy, Background, Predictor Variables, Special Education, Teacher Education, Correlation, Teacher Surveys, Likert Scales, Measures (Individuals), Demography
Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A