TY - JOUR
T1 - Measuring collective efficacy for inclusion in a global context
AU - Sharma, Umesh
AU - Loreman, Tim
AU - May, Fiona
AU - Romano, Alessandra
AU - Lozano, Caroline Sahli
AU - Avramidis, Elias
AU - Woodcock, Stuart
AU - Subban, Pearl
AU - Kullmann, Harry
N1 - Publisher Copyright:
© 2023 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - Previous research has identified the importance of teacher attitudes and self-efficacy in supporting inclusive education. This study involved a multi-national exploration of a further dimension of inclusive education, collective efficacy, through the testing of a new tool, the Teacher Efficacy for Inclusive Practice-Collective (TEIP-C) Scale. The study also aimed to investigate whether teacher attitudes, self-efficacy, collective efficacy and intention to teach in inclusive classrooms differ across countries. Participants included 1,523 teachers from Canada, Greece, Italy and Switzerland. Results suggested a two-factor structure for the TEIP-C, Engagement, and Inclusive Pedagogies, with strong internal consistency for the scale. Several differences across countries were identified, with teachers from Italy reporting more positive attitudes towards inclusion and a greater intention to teach in inclusive classrooms. Implications of the study in terms of further strengthening inclusive practice are discussed.
AB - Previous research has identified the importance of teacher attitudes and self-efficacy in supporting inclusive education. This study involved a multi-national exploration of a further dimension of inclusive education, collective efficacy, through the testing of a new tool, the Teacher Efficacy for Inclusive Practice-Collective (TEIP-C) Scale. The study also aimed to investigate whether teacher attitudes, self-efficacy, collective efficacy and intention to teach in inclusive classrooms differ across countries. Participants included 1,523 teachers from Canada, Greece, Italy and Switzerland. Results suggested a two-factor structure for the TEIP-C, Engagement, and Inclusive Pedagogies, with strong internal consistency for the scale. Several differences across countries were identified, with teachers from Italy reporting more positive attitudes towards inclusion and a greater intention to teach in inclusive classrooms. Implications of the study in terms of further strengthening inclusive practice are discussed.
KW - collective efficacy
KW - Inclusive education
KW - teacher attitudes
KW - teacher self-efficacy
UR - http://www.scopus.com/inward/record.url?scp=85150954555&partnerID=8YFLogxK
U2 - 10.1080/08856257.2023.2195075
DO - 10.1080/08856257.2023.2195075
M3 - Article
AN - SCOPUS:85150954555
SN - 0885-6257
VL - 39
SP - 167
EP - 184
JO - European Journal of Special Needs Education
JF - European Journal of Special Needs Education
IS - 2
ER -