Teacher Attitude for Better Education: The Relationship between Affection, Support and Religiosity the Success of Inclusive Education

Abstract

The teacher's positive attitude towards people with disabilities plays an important role in encouraging the successof inclusive education. Using a three-dimensional theory of attitude formation namely cognitive, affective, andconative, this study aims to measure the attitudes of teachers in South Kalimantan, Indonesia towards inclusiveeducation (N = 212) by proposing several variables that influence that attitude. Using one-way Manova, thisstudy finds that female teacher shows better affective dimensions and students majoring in special education showgreater support for inclusive education. In general, there are significant differences in attitudes between specialand general teacher categories. Also, teachers with personal contact or experience with persons with disabilitiesexhibit better attitudes. There is no significant difference between experienced and inexperienced teachers.Religion also has an influence, religious teachers are better in the conative dimension, and less-religious teachersare better in cognitive dimensions.

Shaping Factor of the Normative Behavior of the Catholic Believers

“…The research refers to the cognitive-affectiveconative model theory. According to Amka (2020), psychologists use the term cognition, affection, and conation. Since then, the theory of cognition, affection, and conation has been very much developed.…”