School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching

Abstract

Teacher self-efficacy plays a key role in the successful inclusion of children with intellectual disabilities in mainstream schools. But what influences self-efficacy and how can we support its growth? Drawing on Social Cognitive Theory, the study examined teachers' mastery experiences, perceptions of the school environment, self-efficacy and reported inclusive teaching. The sample comprised 148 primary school teachers from Scottish mainstream schools. Participants completed questionnaires measuring mastery experiences, the school environment (collective efficacy and school climate perceptions), self-efficacy and reported inclusive teaching practices. Regression analyses demonstrated that school environment (collective efficacy and school climate), and mastery experiences were important in predicting teachers' self-efficacy. Further, self-efficacy acted as a mediator between teachers' perceptions of the school climate and reported inclusive behaviour. This brings us closer to understanding how teacher self-efficacy is fostered and the role of the school environment. Engaging with teacher belief systems may cultivate a school climate that promotes inclusion.

Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis

“…These results also provide guidance for the design of professional development programmes for teachers: in addition to trying to affect teachers' attitudes directly with educational programmes, approaches that aim at increasing teacher efficacy could improve the attitudes of future teachers. In accordance with self-efficacy theory (Bandura 1997) and recent findings Wilson, Woolfson, and Durkin 2020) gaining mastery experiences are the most effective way in increasing efficacy. This implies that successful teaching experiences of an inclusive class already during pre-service teacher education could be a powerful way to boost efficacy and thus to change the attitudes of future teachers towards a more positive direction.…”

Effect of Performance Review and Faculty Development to Organizational Climate

“…This on the other hand leads to a poor performance review from the staff and supervisors. A paper disclosed that the school environment predicts a teacher's self-efficacy [18]. Parallel to this idea, the organizational climate has a strong influence on academics' knowledge sharing [19].…”

Peran Guru Dalam Menghadapi Bully Terhadap Anak Gagap Dari Teman Sebaya

“…Peran guru dalam menangani anak yang bermasalah dengan teman sebanyanya mempunyai peran yang sentral (Damianidou & Phtiaka, 2018;H. Kim, 2009;Wilson et al, 2020).…”