A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion
| Autor: | Susan Hosford, Siobhán O'Sullivan |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
Self-efficacy
Medical education education 05 social sciences 050301 education Educational psychology Context (language use) Computer-assisted web interviewing Mainstreaming Special education behavioral disciplines and activities Education Likert scale Arts and Humanities (miscellaneous) mental disorders 0501 psychology and cognitive sciences Psychology 0503 education Social psychology Inclusion (education) 050104 developmental & child psychology |
| Zdroj: | International Journal of Inclusive Education. 20:604-621 |
| ISSN: | 1464-5173 1360-3116 |
| Popis: | Teacher efficacy represents a key construct in exploring successful implementation of inclusive policy. Teachers’ impression of school climate is shown to relate to teacher efficacy; however, few studies pay due deference to its context/specific conceptualisation, with a particular lacuna in research noted in an Irish mainstream primary school context. This study aimed to investigate the relationship between school climate and efficacy for inclusion and whether this relationship impacts on perceptions of challenging behaviours, further identifying barriers to and supports for efficacious inclusive practice. Fifty-seven probated primary mainstream teachers in the Republic of Ireland responded to online questionnaires exploring perceptions of school climate, teacher efficacy for inclusion and challenging behaviours. Teachers’ perceptions of a supportive school climate related positively to their teaching efficacy for inclusion, in turn influencing their ratings of the severity of and their confidence in man... |
| Databáze: | OpenAIRE |
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