The impact of social cognitive and personality factors on teachers' reported inclusive behaviour

Wilson, Claire; Woolfson, Lisa; Durkin, Kevin; Elliott, Mark A.

doi:10.1111/bjep.12118

Cited by 69 publications

(48 citation statements)

References 83 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…RUNNING HEAD: SCHOOL ENVIRONMENT, MASTERY EXPERIENCE, EFFICACY BELIEFS AND INCLUSION Drawing on SCT, we examined whether school working environment variables (school climate perceptions and collective efficacy) and mastery experience could predict teacher self-efficacy in relation to using inclusive practise for children with ID. We focused specifically on inclusion of children with ID because previous research has found teacher self-efficacy to be an important factor in the successful inclusion of this group of learners (Wilson et al, 2016). We assessed teacher self-efficacy sub-scales (instructional strategies, classroom management and student engagement), collective efficacy, school climate perceptions and mastery experience.…”

Section: Aims and Hypothesesmentioning

confidence: 99%

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

Wilson

Woolfson

Durkin

2018

International Journal of Inclusive Education

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Section: Aims and Hypothesesmentioning

confidence: 99%

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

Wilson

Woolfson

Durkin

2018

International Journal of Inclusive Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Whilst policy mandates inclusion, it is teachers’ behaviour that determines its success. For example, attitudes towards inclusion play a key role in the use of specific inclusive teaching practices (Ahmmed, Sharma and Deppeler, ; MacFarlane and Woolfson, ; Wilson, Woolfson, Durkin, et al., ) and may impact upon readiness to embrace inclusive pedagogy (see Florian and Rouse, ; Lambe and Bones, ).…”

Section: Attitudes Towards Inclusionmentioning

confidence: 99%

Education professionals’ attitudes towards the inclusion of children with ADHD: the role of knowledge and stigma

Toye

Wilson

Wardle

2018

Research in Spec Educ Needs

Self Cite

View full text Add to dashboard Cite

Attitudes play a pivotal role in the inclusion of children with Attention Deficit/Hyperactivity Disorder (ADHD) in mainstream schools but little is known about factors that influence these. This study investigated the effect of ADHD knowledge and stigma on professionals attitudes towards mainstream inclusion. Teachers, support staff, school managers and educational psychologists completed questionnaires assessing ADHD knowledge, stigma and attitudes towards inclusion. Psychologists displayed more knowledge, had less stigmatising beliefs and more inclusive attitudes than other professions. Regression analyses revealed those with more knowledge of ADHD and less stigma held more positive attitudes towards mainstream inclusion. Results have implications for how to promote inclusive beliefs about ADHD.

show abstract

“…Research has also explored the association between learning difficulties and behavior problems (Roberts et al, 2019), showing that lower academic achievement is a risk factor for developing behavior difficulties among students with special educational needs and disabilities (Oldfield et al, 2017). The study of the learning context and the school environment, which facilitates or hinders learning, has shown that the expectations from teachers and their attitudes toward children with special needs are some of the most influential elements (Anderson et al, 2014;Wilson et al, 2016;Bowles et al, 2018). Research has also found that teachers can have an important influence on the social acceptance of peers with special needs (Schwab et al, 2016), which is important because the social exclusion of children can affect their learning difficulties and behavior problems (Krull et al, 2018).…”

mentioning

confidence: 99%

How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions

et al. 2020

View full text Add to dashboard Cite

Frontiers in Psychology | www.frontiersin.org March 2020 | Volume 11 | Article 439 Duque et al.Educational Psychology Impact on Special Needs use these actions to create shared learning spaces between mainstream and special schools. The improvement of the educational opportunities for a greater number and greater diversity of students with special needs evidences the social impact of research based on key contributions of the psychology of education.Keywords: social impact, psychology of education, special educational needs, interactive groups, dialogic literary gatherings Frontiers in Psychology | www.frontiersin.org absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

show abstract

The impact of social cognitive and personality factors on teachers' reported inclusive behaviour

Abstract: This study demonstrates the application of TPB to an educational setting and contributes to the understanding of teachers' reported use of inclusive strategies for children with ID.

Cited by 69 publications

References 83 publications

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

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

Education professionals’ attitudes towards the inclusion of children with ADHD: the role of knowledge and stigma

How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions

Contact Info

Product

Resources

About