Article2006

Attitudes and intention of Greek and Cypriot primary education teachers towards teaching pupils with special educational needs in mainstream schools

Sophia Batsiou · Evangelos Bebetsos · Panayiotis Panteli · Panagiotis Antonıou

116 citations0/0 files storedInternational Journal of Inclusive Education

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Collaborative Teaching and Inclusion Behavioral and Psychological Studies Inclusion and Disability in Education and Sport

Abstract

The aim of the study was to record the attitudes and intentions of Greek and Cypriot primary education teachers towards teaching children with special educational needs (SENs) in mainstream schools. The instrument used was based on ‘Planned Behaviour Theory’. The sample of the study included 179 educators, 87 from Greece (34 men, 52 women) and 92 from Cyprus (15 men, 70 women). Descriptive statistics indicated that school teachers have positive attitudes about the possibility of teaching students with and without SENs. Pearson’s correlation coefficient revealed that intention has significant correlations (p ≤ 0.001) with attitudes, self‐identity, attitude strength, experience, information and knowledge. Analysis of variance (ANOVA) analysis revealed that intention, attitude strength and knowledge are the variables where the differentiation between the educators was located, with the educators from Cyprus having the higher records. Also, Cypriot educators had more experience in working with SENs pupils, and all of them had low university‐level education in the subject of Special Education. In conclusion, experience, attitude strength, self‐identity, knowledge, information and also tertiary‐level education, in the subject of Special Education, have a positive effect on the attitudes and intentions of people who want to teach pupils with SENs.

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References

1980Understanding Attitudes and Predicting Social Behavior 1986Prediction of goal-directed behavior: Attitudes, intentions, and perceived behavioral control 1987Attitudes, Traits, and Actions: Dispositional Prediction of Behavior in Personality and Social Psychology 2000A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority 1985Role-Identity Salience 1980The Self: Measurement Requirements from an Interactionist Perspective 1988Role Identity and Reasoned Action in the Prediction of Repeated Behavior 1972Attitudes and normative beliefs as factors influencing behavioral intentions.

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2014Greek Teachers’ Attitudes toward the Inclusion of Students with Special Educational Needs 2016Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs 2019The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’2017Actitudes y formación docente hacia la inclusión en Educación Secundaria Obligatoria

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