ERIC Number: EJ1093561
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Reference Count: 37
Teachers' Capacities to Meet Students' Additional Support Needs in Mainstream Primary Education
Bruggink, M.; Goei, S. L.; Koot, H. M.
Teachers and Teaching: Theory and Practice, v22 n4 p448-460 2016
Mainstream primary school teachers generally acknowledge the need to implement adaptive teaching; however, meeting a variety of students' needs is a challenge. Studies have addressed the conditions under which teachers attribute their (in)capacities, but these have mainly involved vignettes. Therefore, it remains unknown whether teachers are capable of meeting their own students' needs and what is of help or hindrance to them. The current study drawn from survey data obtained from 108 Dutch teachers addresses teacher-perceived (in)capacities to meet their students' needs and perceived sources of help or hindrance in meeting them. Teachers' self-efficacy beliefs were expected to partly explain teachers' capacity. Results show that teachers feel fairly adequate in meeting students' needs. They discern four sources of help or hindrance to which teachers attribute their success, including the teacher him/herself, student characteristics and school/working conditions. Attributions at the teacher and school levels were mostly related to teacher-perceived capacities rather than to teachers' self-efficacy beliefs.
Descriptors: Primary Education, Special Needs Students, Mainstreaming, Self Efficacy, Elementary School Teachers, Teacher Attitudes, Teacher Characteristics, Teacher Competencies, Learner Engagement, Foreign Countries, Teacher Surveys, Educational Objectives, Academic Achievement, Questionnaires, Beliefs, Multivariate Analysis, Correlation, Multiple Regression Analysis
Publication Type: Journal Articles; Reports - Research
Education Level: Primary Education; Early Childhood Education; Elementary Education
Authoring Institution: N/A
Identifiers - Location: Netherlands