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ERIC Number: EJ1047835
Record Type: Journal
Publication Date: 2014
Pages: 15
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1183-322X
Teachers' Self-Efficacy, Sentiments, Attitudes, and Concerns about the Inclusion of Students with Developmental Disabilities
Montgomery, Angela; Mirenda, Pat
Exceptionality Education International, v24 n1 p18-32 2014
This study examined relationships between three factors related to teacher self-efficacy (use of inclusive instruction, collaboration with others, and managing disruptive behaviour) and practicing teachers' sentiments, attitudes, and concerns about inclusive education of students with developmental disabilities. We calculated Pearson product-moment correlations to examine individual associations and conducted a series of multiple regression analyses to determine which associated factors, when considered simultaneously, were most predictive. Results indicated that higher self-efficacy for collaboration was the only predictor associated with more positive sentiments and attitudes and with fewer concerns about inclusive education for students with developmental disabilities. The results replicate the findings of a previous study on this topic and highlight the importance of both pre-and in-service education aimed at providing educators with dispositions and skills related to effective collaboration with parents and other members of a school-based team.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education; Grade 1; Primary Education; Early Childhood Education; Grade 2; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6; Grade 7; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada