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Can Teachers’ Self-Reported Efficacy, Concerns, and Attitudes Toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?*

Published online by Cambridge University Press:  02 October 2015

Umesh Sharma  and
Laura Sokal
Umesh Sharma*
Affiliation:
Monash University, Australia
Laura Sokal
Affiliation:
University of Winnipeg, Canada
*
Correspondence: Umesh Sharma, Faculty of Education, Building 6, Monash University, Clayton Campus, Vic. 3800, Australia. E-mail: Umesh.Sharma@monash.edu
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Abstract

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.

Keywords

inclusionefficacyconcernsattitudesteaching practices
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 40 , Issue 1 , July 2016 , pp. 21 - 38
Copyright
Copyright © The Author(s) 2015 

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Footnotes

*

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

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