Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration
Mudhar, G., Ertesvåg, S. K., & Pakarinen, E. (2023). Patterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration. European Journal of Special Needs Education, Early online. https://doi.org/10.1080/08856257.2023.2233297
Julkaistu sarjassa
European Journal of Special Needs EducationPäivämäärä
2023Tekijänoikeudet
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
Teacher self-reports were used to investigate patterns of their self-efficacy and attitudes toward inclusive education in association with teacher emotional support, collective teacher efficacy, and collegial collaboration. Data included a sample of 100 Norwegian upper secondary school teachers from a mixed-methods cluster randomised controlled trial study. Latent profile analysis identified four subgroups: Low Self-Efficacy, Mid Attitudes (n = 19); High in All (n = 15); Mid Self-Efficacy, Low Attitudes (n = 36); and High Self-Efficacy, Mid Attitudes (n = 30). Teachers in the High in All profile reported being the most emotionally supportive, while the highest levels of collective efficacy and collegial collaboration were reported by teachers belonging to the High Self-Efficacy, Mid Attitudes profile. Teachers in the Low Self-Efficacy, Mid Attitudes profile reported the lowest levels of emotional support, collective efficacy, and collegial collaboration. The results provide a deeper understanding of the association between teachers’ self-efficacy and attitudes toward inclusive education by investigating distinct teacher profiles with diverse self-efficacy and attitude characteristics, leading to more targeted and effective strategies in inclusive education research, practice, and policy.
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Julkaisija
RoutledgeISSN Hae Julkaisufoorumista
0885-6257Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/183980944
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Lisätietoja rahoituksesta
This work is supported by the Research Council of Norway under grant 318697.Lisenssi
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