Can teachers' self-reported efficacy, concerns, and attitudes toward inclusion scores predict their actual inclusive classroom practices?

Umesh Sharma, Laura Sokal

    Research output: Contribution to journalArticleResearchpeer-review

    53 Citations (Scopus)


    This research was undertaken to determine if significant relationships
    exist between teachers’ self-reported attitudes, concerns, and efficacy
    to teach in inclusive classrooms and their actual classroom behaviour
    in Winnipeg, Canada. Five teachers completed 3 scales measuring their
    attitudes to inclusion, their level of concerns about teaching in inclusive
    classrooms, and their level of efficacy for teaching in inclusive
    classrooms. They were observed using a newly developed scale to
    measure their inclusive teaching practices. Each teacher was observed
    from 3 to 5 hours on different occasions. Data were analysed using 1-
    tailed Spearman correlations. Results indicated that teachers who were
    highly inclusive in their classroom practices tended to have significantly
    lower degrees of concerns and positive attitudes to inclusion.
    Implications of the research for policymakers, future researchers, and
    teacher educators are discussed.
    Original languageEnglish
    Pages (from-to)21-38
    Number of pages18
    JournalAustralasian Journal of Special Education
    Issue number1
    Publication statusPublished - 1 Jul 2016

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