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

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.