School environment and mastery experience as predictors of teachers' self-efficacy beliefs towards inclusive teaching
Wilson, Claire and Woolfson, Lisa Marks and Durkin, Kevin (2020) School environment and mastery experience as predictors of teachers' self-efficacy beliefs towards inclusive teaching. International Journal of Inclusive Education, 24 (2). pp. 218-234. ISSN 1360-3116 (https://doi.org/10.1080/13603116.2018.1455901)
Preview |
Text.
Filename: Wilson_etal_IJIE_2018_School_environment_and_mastery_experience_as_predictors_of_teachers.pdf
Accepted Author Manuscript Download (892kB)| Preview |
Abstract
Teacher self-efficacy plays a key role in the successful inclusion of children with intellectual disabilities in mainstream schools. But what influences self-efficacy and how can we support its growth? Drawing on Social Cognitive Theory, the study examined teachers’ mastery experiences, perceptions of the school environment, self-efficacy and reported inclusive teaching. The sample comprised 148 primary school teachers from Scottish mainstream schools. Participants completed questionnaires measuring mastery experiences, the school environment (collective efficacy and school climate perceptions), self-efficacy and reported inclusive teaching practices. Regression analyses demonstrated that school environment (collective efficacy and school climate), and mastery experiences were important in predicting teachers’ self-efficacy. Further, self-efficacy acted as a mediator between teachers’ perceptions of the school climate and reported inclusive behaviour. This brings us closer to understanding how teacher self-efficacy is fostered and the role of the school environment. Engaging with teacher belief systems may cultivate a school climate that promotes inclusion.
ORCID iDs
Wilson, Claire ORCID: https://orcid.org/0000-0003-1054-4928, Woolfson, Lisa Marks ORCID: https://orcid.org/0000-0002-7442-3386 and Durkin, Kevin ORCID: https://orcid.org/0000-0002-6167-3407;-
-
Item type: Article ID code: 63914 Dates: DateEvent3 April 2020Published3 April 2018Published Online19 March 2018AcceptedNotes: This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 03/04/2018, available online: http://www.tandfonline.com/10.1080/13603116.2018.1455901 Subjects: Education
Philosophy. Psychology. Religion > PsychologyDepartment: Faculty of Humanities and Social Sciences (HaSS) > Psychological Sciences and Health > Psychology Depositing user: Pure Administrator Date deposited: 01 May 2018 13:04 Last modified: 08 Oct 2024 00:17 URI: https://strathprints.strath.ac.uk/id/eprint/63914