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

Savolainen, Hannu; Malinen, Olli-Pekka; Schwab, Susanne

doi:10.1080/13603116.2020.1752826

Cited by 87 publications

(72 citation statements)

References 41 publications

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“…It could also be that teachers' attitudes toward inclusion are more important in preventing the exclusion of students with special educational needs from mainstream education and affect the willingness of teachers to include students with special educational needs in their mainstream classes (Malki and Einat, 2018). Further, as suggested by Savolainen et al (2020), teachers' self-efficacy could be a more relevant predictor of teaching practices. However, looking at the factors of teacher attitudes separately, neither teachers' perception of their behavior management nor their perception of their ability to teach in inclusive classrooms, which should to some extent represent the behavioral dispositions of teachers, predicted their classroom management practices.…”

Section: Discussionmentioning

confidence: 99%

Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

et al. 2020

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Social acceptance is vital to students’ development. Being rejected by classmates can result in negative socio-emotional and academic outcomes. Finding relevant factors to be able to effectively support student social acceptance is especially challenging in inclusive classrooms because of the high heterogeneity of the student group. There is evidence that social acceptance is determined by the social behavior of students. In addition, current research suggests that affect-motivation dispositions, such as teacher attitudes, are related to teaching practices, which in turn are associated with student outcomes. This longitudinal study examines, on an individual level, the relationship between social behavior and the social acceptance of students. On a classroom level, the extent to which a teacher’s attitudes toward the inclusion of students with special educational needs affects their classroom management (i.e., implementation of clear rules and successful time management) is analyzed. In addition, the effect of teacher attitudes toward inclusion and classroom management on social acceptance in the classroom is investigated. The social acceptance of a sample of 580 students in 34 inclusive classrooms was assessed at the beginning and the end of the school year. In addition, student social behavior was rated by peers at the beginning of the school year. Teachers (n = 34) were asked about their attitudes toward inclusion at the beginning of the school year. One mathematics lesson in each classroom was videotaped to assess the teachers’ classroom management practices. Multilevel structural equation models revealed a positive relationship between student social behavior and their social acceptance in the peer group. Contrary to expectations, teachers’ attitudes toward inclusion did not predict their classroom management practices (i.e., implementation of clear rules and successful time management). As hypothesized, teachers’ classroom management predicted the level of social acceptance in the classroom, whereas teachers’ attitudes toward the inclusion of students with special educational needs did not. The study results are discussed in light of previous findings and implications for teacher education are described.

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Section: Discussionmentioning

confidence: 99%

Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

et al. 2020

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“…The over-representation of children and young people with SEN in both the formal exclusion data (DfE, 2019a) and accounts of off rolling (DfE, © 2021 NASEN 2019a) warrants investigation into the attitudes and actions of SENCos within such scenarios. Hypothetically, if the finding of Savolainen et al (2020) of a relationship between teachers' self-efficacy and attitudes towards inclusion is applied to SENCos, then reduced self-efficacy (i.e. capacity to influence senior leader decision making) risks producing either a change in their attitude towards inclusion or dissatisfaction with the SENCo role.…”

Section: Off Rolling and Sencosmentioning

confidence: 99%

“…Hypothetically, if the finding of Savolainen et al . (2020) of a relationship between teachers’ self‐efficacy and attitudes towards inclusion is applied to SENCos, then reduced self‐efficacy (i.e. capacity to influence senior leader decision making) risks producing either a change in their attitude towards inclusion or dissatisfaction with the SENCo role.…”

Section: Off Rolling and Sencosmentioning

confidence: 99%

Think piece on parents, ‘off rolling’ and wavelength methodology: issues for SENCos

Done¹,

Knowler²,

Warnes³

et al. 2021

Support for Learning

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This think piece argues for a novel qualitative methodology that permits social justice researchers, including National Award for Special Educational Needs Coordination students, to highlight the profound affects of exclusionary school practices for parents of children with SEN and/or disabilities (SEND). Such children are proportionately effected by these practices. The piece was prompted by multi-strand research into 'off rolling' (illegal exclusionary practices), in which 53 parents described the process through which their child was removed from roll and their relationship with the school's SEN coordinator (SENCo). A preview of the latter is given, which suggests that SENCos' capacity to influence senior leader decision making around exclusion can be limited. A 'wavelength methodology' permits the highlighting of moral injury and provokes difficult questions around school policy, discriminatory practices and SENCo efficacy in minimising exclusion of students with SEND.

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“…One of the few longitudinal studies on the topic, from Bosse et al (2016), indicated that both constructs are related to each other, although they did not examine the cross‐lagged effects between. A more recent study by Savolainen, Malinen, & Schwab (2020) used a cross‐lagged panel design with several measurement points, and its results showed that teachers’ self‐efficacy had a positive effect on teachers’ attitudes towards inclusive education; that there was no causal effect between teachers’ attitudes and self‐efficacy beliefs; and that the influence of self‐efficacy on teachers’ attitudes towards inclusive education was similar among both expert and novice teachers (teachers with five years or less years of teaching experience). Further, other studies have provided evidence that supports the link between teachers’ attitudes towards inclusive education and/or their self‐efficacy beliefs with their use of inclusive teaching practices (e.g., Bosse et al, 2016; De Neve, Devos, and Tuytens, 2015; Holzberger, Philipp, and Kunter, 2013; Knauder and Koschmieder, 2019; Schüle, Schriek, Besa, and Arnold, 2016; Sharma and Sokal, 2016).…”

Section: Introductionmentioning

confidence: 96%

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

Schwab

Alnahdi

2020

Research in Spec Educ Needs

Self Cite

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Applying the 'theory of planned behaviour' to teachers' actions in the classroom, it can be assumed that teachers' positive attitudes towards inclusive education and high self-efficacy beliefs result in an increased use of inclusive teaching practices. However, scientific evidence for this assumption is lacking. This study aimed to investigate factors influencing teachers' use of inclusive teaching practices. In total, 221 (188 female and 33 male) Austrian in-service teachers participated. Participants filled out the attitudes towards inclusion scale (AIS), the Teacher Efficacy for Inclusive Practices Scale (TEIP) and the teacher version of the Inclusive Teaching Practices Scale (ITPS-T). Results showed that teachers had high self-perceptions towards their use of inclusive teaching practices; compared with secondary school, primary school teachers reported using more inclusive teaching practices; there was no difference between expert and novice teachers; teachers' attitudes and self-efficacy were associated with inclusive teaching practices; and self-efficacy predicted teachers' use of inclusive teaching practices. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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

Cited by 87 publications

References 41 publications

Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

Think piece on parents, ‘off rolling’ and wavelength methodology: issues for SENCos

Do they practise what they preach? Factors associated with teachers’ use of inclusive teaching practices among in‐service teachers

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