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dc.contributor.authorMudhar, Gunita
dc.contributor.authorErtesvåg, Sigrun K.
dc.contributor.authorPakarinen, Eija
dc.date.accessioned2023-07-14T07:35:12Z
dc.date.available2023-07-14T07:35:12Z
dc.date.issued2023
dc.identifier.citationMudhar, 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. <i>European Journal of Special Needs Education</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/08856257.2023.2233297" target="_blank">https://doi.org/10.1080/08856257.2023.2233297</a>
dc.identifier.otherCONVID_183980944
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/88407
dc.description.abstractTeacher 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesEuropean Journal of Special Needs Education
dc.rightsCC BY 4.0
dc.subject.otherteachers’ self-efficacy
dc.subject.otherattitudes towards inclusive education
dc.subject.otherteacher emotional support
dc.subject.othercollective teacher efficacy
dc.subject.othercollegial collaboration
dc.subject.otherlatent profile analysis
dc.titlePatterns of teachers’ self-efficacy and attitudes toward inclusive education associated with teacher emotional support, collective teacher efficacy, and collegial collaboration
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202307144530
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineSchool of Wellbeingen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0885-6257
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.subject.ysovaikuttavuus
dc.subject.ysoyhteistyö
dc.subject.ysominäpystyvyys
dc.subject.ysoasenteet
dc.subject.ysoopettajat
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1655
jyx.subject.urihttp://www.yso.fi/onto/yso/p6334
jyx.subject.urihttp://www.yso.fi/onto/yso/p39320
jyx.subject.urihttp://www.yso.fi/onto/yso/p5619
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1080/08856257.2023.2233297
jyx.fundinginformationThis work is supported by the Research Council of Norway under grant 318697.
dc.type.okmA1


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