Special Education Teachers: The Role of Autonomous Motivation in the Relationship between Teachers’ Efficacy for Inclusive Practice and Teaching Styles

Abstract

Research on special education teachers has increased in recent years. However, few studies have investigated factors related to teachers’ preference for a specific style in inclusive education. For this reason, the aim of this cross-sectional study is to investigate the mediating role of autonomous motivation in the relationship between teachers’ efficacy for inclusive practice (TEIP) and teaching styles (structuring, autonomous, controlling, chaotic). Four hundred and twenty-three pre-service special education teachers participated in the study. Participants were administered the following self-reports: TEIP scale, Autonomous Motivations for Teaching Scale, and the Situations-in-School questionnaire. SEM analysis confirmed the role of autonomous motivation as a mediator for TEIP on teaching styles. Moreover, the results showed a positive association between TEIP and both autonomy and structuring teaching styles. The findings of this study suggest the importance of implementing specific special-education teacher training to promote intrinsic motivation toward teaching in an inclusive context.

Professionalism and the challenges of inclusion: An evaluation of special education teachers' practice

“…The active involvement of SE professionals in the teaching and learning process within classrooms or resource rooms, where they can make informed decisions on strategies and curricula based on the specific needs of the children, serves as a significant indicator of their restored sense of professional autonomy. Such autonomy is perceived as a fundamental motivating factor, contributing to their sense of empowerment and job satisfaction (Passanisi et al, 2022). The standards-based activities that demonstrate a higher degree of segregation and exclusion towards students with disabilities appear to be counterproductive in promoting the concept of inclusion.…”