Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?
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...
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| Veröffentlicht in: | PloS one 2021-09, Vol.16 (9), p.e0257657 |
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| creator | Werner, Shirli Gumpel, Tom P Koller, Judah Wiesenthal, Vered Weintraub, Naomi |
| description | 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.
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 practices.
Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion.
Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education. |
| doi_str_mv | 10.1371/journal.pone.0257657 |
| format | Article |
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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 practices.
Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion.
Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0257657</identifier><identifier>PMID: 34543328</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Adult ; Attitude ; Attitudes ; Behavior ; Biology and Life Sciences ; Child ; Children with disabilities ; Committees ; Education ; Education, Special ; Educational leadership ; Evaluation ; Female ; Humans ; Inclusive education ; Knowledge ; Leadership ; Learning ; Mainstreaming, Education ; Male ; Medicine and Health Sciences ; Methods ; Middle Aged ; People and Places ; Perception ; Perceptions ; Research and Analysis Methods ; School environment ; School Teachers - psychology ; Schools ; Self Efficacy ; Social Sciences ; Special education ; Students with disabilities ; Surveys and Questionnaires ; Teacher education ; Teachers ; Teaching ; Teaching methods</subject><ispartof>PloS one, 2021-09, Vol.16 (9), p.e0257657</ispartof><rights>COPYRIGHT 2021 Public Library of Science</rights><rights>2021 Werner et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2021 Werner et al 2021 Werner et al</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c692t-7f339a48a5e7cbcec59fea1ce05a15ff336f88799f566d66c18c9c535e1295f43</citedby><cites>FETCH-LOGICAL-c692t-7f339a48a5e7cbcec59fea1ce05a15ff336f88799f566d66c18c9c535e1295f43</cites><orcidid>0000-0003-1483-5749 ; 0000-0002-5432-7223 ; 0000-0001-9342-9751</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8452075/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC8452075/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,727,780,784,864,885,2102,2928,23866,27924,27925,53791,53793</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/34543328$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><contributor>Zhou, Mingming</contributor><creatorcontrib>Werner, Shirli</creatorcontrib><creatorcontrib>Gumpel, Tom P</creatorcontrib><creatorcontrib>Koller, Judah</creatorcontrib><creatorcontrib>Wiesenthal, Vered</creatorcontrib><creatorcontrib>Weintraub, Naomi</creatorcontrib><title>Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>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.
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 practices.
Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion.
Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. 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Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>PloS one</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Werner, Shirli</au><au>Gumpel, Tom P</au><au>Koller, Judah</au><au>Wiesenthal, Vered</au><au>Weintraub, Naomi</au><au>Zhou, Mingming</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2021-09-20</date><risdate>2021</risdate><volume>16</volume><issue>9</issue><spage>e0257657</spage><pages>e0257657-</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>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.
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 practices.
Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion.
Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>34543328</pmid><doi>10.1371/journal.pone.0257657</doi><tpages>e0257657</tpages><orcidid>https://orcid.org/0000-0003-1483-5749</orcidid><orcidid>https://orcid.org/0000-0002-5432-7223</orcidid><orcidid>https://orcid.org/0000-0001-9342-9751</orcidid><oa>free_for_read</oa></addata></record> |
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| source | MEDLINE; DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; Public Library of Science (PLoS) Journals Open Access; PubMed Central; Free Full-Text Journals in Chemistry |
| subjects | Adult Attitude Attitudes Behavior Biology and Life Sciences Child Children with disabilities Committees Education Education, Special Educational leadership Evaluation Female Humans Inclusive education Knowledge Leadership Learning Mainstreaming, Education Male Medicine and Health Sciences Methods Middle Aged People and Places Perception Perceptions Research and Analysis Methods School environment School Teachers - psychology Schools Self Efficacy Social Sciences Special education Students with disabilities Surveys and Questionnaires Teacher education Teachers Teaching Teaching methods |
| title | Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education? |
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