Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?

ABSTRACT:

Background

While research has focused on understanding teachers' attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers' self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers' attitudes towards inclusion.

Methods

Teachers (N = 352) working in general or special education schools completed questionnaires assessing attitudes towards inclusion, sense of self-efficacy, knowledge of current policy, and perception of support for inclusive

SUBMITTER: Werner S 

PROVIDER: S-EPMC8452075 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature