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dc.contributor.authorSavolainen, Hannu
dc.contributor.authorMalinen, Olli-Pekka
dc.contributor.authorSchwab, Susanne
dc.date.accessioned2020-04-27T05:17:20Z
dc.date.available2020-04-27T05:17:20Z
dc.date.issued2022
dc.identifier.citationSavolainen, H., Malinen, O.-P., & Schwab, S. (2022). Teacher efficacy predicts teachers’ attitudes towards inclusion : a longitudinal cross-lagged analysis. <i>International Journal of Inclusive Education</i>, <i>26</i>(9), 958-972. <a href="https://doi.org/10.1080/13603116.2020.1752826" target="_blank">https://doi.org/10.1080/13603116.2020.1752826</a>
dc.identifier.otherCONVID_35269231
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/68683
dc.description.abstractOver 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesInternational Journal of Inclusive Education
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherinclusive education
dc.subject.otherteacher attitudes
dc.subject.otherteacher self-efficacy
dc.subject.otherlongitudinal study
dc.subject.othercross-lagged analysis
dc.titleTeacher efficacy predicts teachers’ attitudes towards inclusion : a longitudinal cross-lagged analysis
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202004272896
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange958-972
dc.relation.issn1360-3116
dc.relation.numberinseries9
dc.relation.volume26
dc.type.versionpublishedVersion
dc.rights.copyright© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.subject.ysoinkluusio
dc.subject.ysoasenteet
dc.subject.ysoopettajat
dc.subject.ysoerityiskasvatus
dc.subject.ysoomatoimisuus
dc.subject.ysopitkittäistutkimus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p18355
jyx.subject.urihttp://www.yso.fi/onto/yso/p5619
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p6985
jyx.subject.urihttp://www.yso.fi/onto/yso/p15870
jyx.subject.urihttp://www.yso.fi/onto/yso/p14610
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/13603116.2020.1752826
jyx.fundinginformationThe data collection was funded by a research grant from the Finnish Ministry of Education and Culture [grant number: 35/529/2012].
dc.type.okmA1


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