Abstract
Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A total of 1326 teachers from Finish schools participated in an electronic survey. Teachers’ self-efficacy beliefs were assessed five times and attitudes (attitudes and concerns subscale) three times over three years. The outcomes indicated that both constructs are relatively stable over the measured period. Moreover self-efficacy had a positive effect over time on both types of attitudes but not vice versa. This cross-lagged relationship was stronger between efficacy and concerns. These results were similar between male and female respondents and between novice and expert teachers. This implies that increasing teacher efficacy for inclusive practices is likely to change their attitudes toward positive direction. Implications for developing inclusive education and teacher education are discussed.
Original language | English |
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Pages (from-to) | 958-972 |
Number of pages | 15 |
Journal | International Journal of Inclusive Education |
Volume | 26 |
Issue number | 9 |
Early online date | 20 Apr 2020 |
DOIs | |
Publication status | Published - 20 Apr 2022 |
Austrian Fields of Science 2012
- 503034 Inclusive education
Keywords
- CLASSROOMS
- EDUCATION
- FINLAND
- IN-SERVICE TEACHERS
- INTENTIONS
- Inclusive education
- JAPAN
- PRESERVICE
- PRIMARY-SCHOOL TEACHERS
- SELF-EFFICACY
- cross-lagged analysis
- longitudinal study
- teacher attitudes
- teacher self-efficacy
- teacher self-efficacy: longitudinal study