Articlehybrid2019

The 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’

Frank Hellmich · Marwin Felix Löper · Gamze Görel

102 citations0/0 files storedJournal of Research in Special Educational Needs

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Collaborative Teaching and Inclusion Teacher Education and Leadership Studies Inclusion and Disability in Education and Sport

Abstract

Within the framework of implementing inclusive education in primary schools, various questions arise concerning the role of teachers’ personal resources in their everyday practices in heterogeneous classrooms. Teachers’ professional personalities as well as their intentions concerning inclusive teaching are considered to be important prerequisites for successful learning environments. Therefore, we examined the relevance of primary school teachers’ personal resources, such as their attitudes towards inclusion and their perceived collective self‐efficacy beliefs concerning inclusive teaching, in terms of their everyday practices in heterogeneous classrooms on the basis of the ‘Theory of Planned Behaviour’. We investigated N = 290 primary school teachers’ everyday practices according to their attitudes towards inclusion, their collective self‐efficacy beliefs concerning inclusive education, their perceptions of school management’s expectations and their intentions regarding inclusive education. The results of our study indicate that primary school teachers’ everyday practices in heterogeneous classrooms are significantly predicted by their intentions regarding the implementation of inclusive education and by their attitudes towards inclusive education but not by their collective self‐efficacy beliefs or by their perceptions of school management’s expectations. Specifically, the effect of teachers’ attitudes on their everyday practices in heterogeneous classrooms is significantly mediated by their intentions regarding the implementation of inclusive education.

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References

1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 1991The theory of planned behavior 1990Comparative fit indexes in structural models.1994Testing Structural Equation Models.2003Evaluating the Fit of Structural Equation Models: Tests of Significance and Descriptive Goodness-of-Fit Measures 2007Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.2010Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature 2011Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education

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2020Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers 2021Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices 2023Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour

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