Chilean teachers’ attitudes towards inclusive education, intention, and self-efficacy to implement inclusive practices

Constanza San Martin, Chenda Ramirez, Rubén Calvo, Yolanda Muñoz-Martínez, Umesh Sharma

    Research output: Contribution to journalArticleResearchpeer-review

    17 Citations (Scopus)

    Abstract

    Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.

    Original languageEnglish
    Article number2300
    Number of pages17
    JournalSustainability
    Volume13
    Issue number4
    DOIs
    Publication statusPublished - Feb 2021

    Keywords

    • Attitudes
    • Inclusive education
    • Intentions
    • Teaching efficacy

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