Inclusive Practices of In-Service Teachers: A Quantitative Exploration of a Southeast Asian Context
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| Title: | Inclusive Practices of In-Service Teachers: A Quantitative Exploration of a Southeast Asian Context |
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| Language: | English |
| Authors: | Raguindin, Princess Zarla J., Ping, Li Yan, Duereh, Fadlee, Lising, Ruby Leah S. |
| Source: | European Journal of Educational Research. 2020 9(2):787-797. |
| Availability: | Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@eu-jer.com; Web site: http://www.eu-jer.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Inclusion, Equal Education, Teacher Role, Teacher Competencies, Comparative Education, Foreign Countries, Teacher Effectiveness, Teacher Attitudes, Intention, Positive Attitudes, Cultural Context, Developing Nations, Curriculum Implementation, Access to Education, Educational Quality |
| Geographic Terms: | Philippines, Thailand |
| ISSN: | 2165-8714 |
| Abstract: | After more than two decades of the Salamanca Statement, discrimination and marginalization still exist. There is a need to implement inclusion to promote educational accessibility, quality, and equity for all to combat exclusion. As a result, inclusion challenged educational systems, especially teachers who are its primary implementers. Understanding the significant role of teachers in the parlance of the inclusive agenda is an essential area of inquiry; however, relatively less is known about it. This paper addresses the chasm by looking more profoundly into the teachers' skills and dispositions about inclusion. Through a cross-sectional survey, this paper examined and compared the Filipino and Thai in-service teachers' efficacy and attitudes about inclusion and its association with their intentions for inclusive practices. Data revealed that Filipino teachers have a generally higher level of positive attitudes, efficacy, and intentions for inclusive practices than their Thai counterparts. Also, there is a significant and positive correlation between the respondents' attitudes, efficacy, and intentions for inclusive practices. Considering the historical and cultural contexts, the results of the study construed a deeper understanding of the teachers' inclusive practices. Insights gathered from the study are instrumental in the examination and understanding of the teachers' role in the inclusive agenda. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1250412 |
| Database: | ERIC |
| Abstract: | After more than two decades of the Salamanca Statement, discrimination and marginalization still exist. There is a need to implement inclusion to promote educational accessibility, quality, and equity for all to combat exclusion. As a result, inclusion challenged educational systems, especially teachers who are its primary implementers. Understanding the significant role of teachers in the parlance of the inclusive agenda is an essential area of inquiry; however, relatively less is known about it. This paper addresses the chasm by looking more profoundly into the teachers' skills and dispositions about inclusion. Through a cross-sectional survey, this paper examined and compared the Filipino and Thai in-service teachers' efficacy and attitudes about inclusion and its association with their intentions for inclusive practices. Data revealed that Filipino teachers have a generally higher level of positive attitudes, efficacy, and intentions for inclusive practices than their Thai counterparts. Also, there is a significant and positive correlation between the respondents' attitudes, efficacy, and intentions for inclusive practices. Considering the historical and cultural contexts, the results of the study construed a deeper understanding of the teachers' inclusive practices. Insights gathered from the study are instrumental in the examination and understanding of the teachers' role in the inclusive agenda. |
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| ISSN: | 2165-8714 |
