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Exploring Teachers' Attitudes towards Inclusive Education: Role of Self-Efficacy and Perceived School Climate

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Title: Exploring Teachers' Attitudes towards Inclusive Education: Role of Self-Efficacy and Perceived School Climate
Language: English
Authors: Helena Azevedo (ORCID 0000-0003-4594-231X), Beatriz Barat, Vera Coelho (ORCID 0000-0002-3741-0885), Francisco Machado (ORCID 0000-0002-0228-0945), Mónica Soares (ORCID 0000-0003-3489-5634), Paulo Dias (ORCID 0000-0001-6876-3723), Irene Cadime (ORCID 0000-0001-8285-4824), Carla Peixoto (ORCID 0000-0003-3927-3818)
Source: Journal of Research in Special Educational Needs. 2025 25(4):1002-1020.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Attitudes, Inclusion, Self Efficacy, Educational Environment, Positive Attitudes, Correlation, Foreign Countries
Geographic Terms: Portugal
Assessment and Survey Identifiers: School Level Environment Questionnaire
DOI: 10.1111/1471-3802.70025
ISSN: 1471-3802
Abstract: Teachers' attitudes towards inclusive education are among the most relevant predictors of successful inclusion. Several factors related to child, teacher and environment predict teacher attitudes. This study aims to analyse the relationship between teachers' attitudes towards inclusive education, their perception of self-efficacy, and perceived school climate. A total of 463 teachers (81.4% female) participated in this study. A sociodemographic questionnaire, the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES; ("International Journal of Special Education," 23, 2008, 82); Portuguese version from "European Journal of Special Needs Education," 31, 2016, 111), the Teacher Efficacy for Inclusive Practices (TEIP; ("Journal of Research in Special Educational Needs," 12, 2012, 12); Portuguese version from Ensaio, 25, 2017, 7), the School level Environment questionnaire climate questionnaire (R-SLEQ; "Educational and Psychological Measurement," 67, 2007, 833; translated by researchers) were used. Results showed that participant teachers possess positive attitudes, although moderate, towards inclusive education. In addition, findings suggested a significant positive relationship between self-efficacy, school climate and teachers' attitudes. Self-efficacy mediates the relationship between school climate and teachers' attitudes regarding inclusive education. Implications for teachers' training and collaborative practices are discussed.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486351
Database: ERIC
FullText Text:
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  Data: Exploring Teachers' Attitudes towards Inclusive Education: Role of Self-Efficacy and Perceived School Climate
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  Data: <searchLink fieldCode="AR" term="%22Helena+Azevedo%22">Helena Azevedo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4594-231X">0000-0003-4594-231X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Beatriz+Barat%22">Beatriz Barat</searchLink><br /><searchLink fieldCode="AR" term="%22Vera+Coelho%22">Vera Coelho</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3741-0885">0000-0002-3741-0885</externalLink>)<br /><searchLink fieldCode="AR" term="%22Francisco+Machado%22">Francisco Machado</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0228-0945">0000-0002-0228-0945</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mónica+Soares%22">Mónica Soares</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3489-5634">0000-0003-3489-5634</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paulo+Dias%22">Paulo Dias</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6876-3723">0000-0001-6876-3723</externalLink>)<br /><searchLink fieldCode="AR" term="%22Irene+Cadime%22">Irene Cadime</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8285-4824">0000-0001-8285-4824</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carla+Peixoto%22">Carla Peixoto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3927-3818">0000-0003-3927-3818</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Special+Educational+Needs%22"><i>Journal of Research in Special Educational Needs</i></searchLink>. 2025 25(4):1002-1020.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Attitudes%22">Positive Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: 10.1111/1471-3802.70025
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  Data: Teachers' attitudes towards inclusive education are among the most relevant predictors of successful inclusion. Several factors related to child, teacher and environment predict teacher attitudes. This study aims to analyse the relationship between teachers' attitudes towards inclusive education, their perception of self-efficacy, and perceived school climate. A total of 463 teachers (81.4% female) participated in this study. A sociodemographic questionnaire, the Multidimensional Attitudes Towards Inclusive Education Scale (MATIES; ("International Journal of Special Education," 23, 2008, 82); Portuguese version from "European Journal of Special Needs Education," 31, 2016, 111), the Teacher Efficacy for Inclusive Practices (TEIP; ("Journal of Research in Special Educational Needs," 12, 2012, 12); Portuguese version from Ensaio, 25, 2017, 7), the School level Environment questionnaire climate questionnaire (R-SLEQ; "Educational and Psychological Measurement," 67, 2007, 833; translated by researchers) were used. Results showed that participant teachers possess positive attitudes, although moderate, towards inclusive education. In addition, findings suggested a significant positive relationship between self-efficacy, school climate and teachers' attitudes. Self-efficacy mediates the relationship between school climate and teachers' attitudes regarding inclusive education. Implications for teachers' training and collaborative practices are discussed.
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      – SubjectFull: Inclusion
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      – SubjectFull: Self Efficacy
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