Primary school teachers' attitudes towards inclusion and their perceptions of the dimensions of their self-efficacy

Abstract

Teachers play an important role in the success of inclusive practices and inclusion more broadly. Therefore, it is important to examine their beliefs about inclusion and whether they are competent in teaching in inclusive classrooms. This empirical study investigated the attitudes of 150 primary school teachers towards inclusion and the dimensions of their perceived self-efficacy in managing inclusion. Analyses of the primary data reveal that a high proportion of participants expressed positive attitudes towards inclusion of students, as well as towards the three dimensions of their perceived self-efficacy in managing inclusion (implementation and adoption of inclusive practices, classroom management and effectiveness in collaboration). In addition, teachers who had attended seminars on inclusion and had worked in inclusion classes they viewed more positively their perceived self-efficacy in implementing and adopting inclusive practices and in their effectiveness in inclusion-oriented collaboration. Finally, a moderately positive correlation was found between teachers' attitudes towards inclusion and the dimensions of their perceived self-efficacy, as the stepwise regression analysis confirms, at 16%, their perceived self-efficacy in collaborating with colleagues of different disciplines and with parents, and in managing inclusive practices as predictors of their positive attitudes towards inclusion.