Strathprints Home | Open Access | Browse | Search | User area | Copyright | Help | Library Home | SUPrimo

An investigation of factors impacting on mainstream teachers' beliefs about teaching students with learning difficulties

Woolfson, Lisa and Brady, Katy (2009) An investigation of factors impacting on mainstream teachers' beliefs about teaching students with learning difficulties. Educational Psychology, 29 (2). pp. 221-238. ISSN 0144-3410

Full text not available in this repository. (Request a copy from the Strathclyde author)

Abstract

The relationship between teacher experience, further professional development training, and beliefs and attributions about teaching students with additional learning support needs was studied in a sample of 199 mainstream general class primary school teachers. Using multiple regression, it was found that none of the teacher experience or professional training variables were significant predictors of locus of causality, stability, or controllability attributions, or of teacher self-efficacy with students with difficulties in learning. Self-efficacy, however, was a positive predictor of attributions, and sympathy a negative predictor. Multivariate analysis of variance found no relationship between teacher experience, further professional development training, and dependent outcome variables: self-efficacy with learning difficulties, coping with learning difficulties, interactions with people with disabilities, or general optimism. Implications for continued professional development are discussed.

Item type: Article
ID code: 19921
Keywords: inclusive education, learning difficulties, professional development, self-efficacy, locus of control, Psychology, Education (General)
Subjects: Philosophy. Psychology. Religion > Psychology
Education > Education (General)
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Psychological Science and Health > Psychology
Related URLs:
    Depositing user: Strathprints Administrator
    Date Deposited: 26 May 2010 13:47
    Last modified: 12 Mar 2012 11:13
    URI: http://strathprints.strath.ac.uk/id/eprint/19921

    Actions (login required)

    View Item