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ERIC Number: EJ1047459
Record Type: Journal
Publication Date: 2014
Pages: 18
Abstractor: As Provided
Reference Count: 81
ISBN: N/A
ISSN: ISSN-1937-6928
Attitudes towards Inclusion and Self-Efficacy of Principals and Teachers
Urton, Karolina; Wilbert, Jürgen; Hennemann, Thomas
Learning Disabilities: A Contemporary Journal, v12 n2 p151-168 2014
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.
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldam.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany