Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

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dc.contributor.authorSan Martin, Constanza
dc.contributor.authorRamirez, Chenda
dc.contributor.authorCalvo, Rubén
dc.contributor.authorMuñoz-Martínez, Yolanda
dc.contributor.authorSharma, Umesh
dc.date.accessioned2021-03-05T12:56:56Z
dc.date.available2021-03-05T12:56:56Z
dc.date.issued2021-02-20
dc.description.abstractTeachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.es_ES
dc.identifier.issn2071-1050
dc.identifier.other10.3390/su13042300
dc.identifier.urihttps://hdl.handle.net/20.500.12536/1225
dc.language.isoeses_ES
dc.sourceSustainabilityes_ES
dc.subjectAttitudeses_ES
dc.subjectInclusive educationes_ES
dc.subjectIntentionses_ES
dc.subjectTeaching efficacyes_ES
dc.titleChilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practiceses_ES
dc.typeArtículo de revistaes_ES
uvm.escuelaCRIISes_ES
uvm.indexScopuses_ES
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