A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter.
Saved in:
| Title: | A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter. |
|---|---|
| Authors: | Xie, Zhengli (AUTHOR), Li, Mengting (AUTHOR), Wang, Yan (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. Apr2026, Vol. 56 Issue 4, p1503-1515. 13p. |
| Subjects: | Teacher education, School environment, Cross-sectional method, Scale analysis (Psychology), Research funding, Self-efficacy, Cronbach's alpha, Leadership, Questionnaires, Multiple regression analysis, Mainstreaming in special education, Descriptive statistics, Emotions, Chi-squared test, Developmental disabilities, Social learning theory, College teacher attitudes, Social support, Confidence intervals |
| Geographic Terms: | China |
| Abstract: | Purpose: Teachers' attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers' ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals' leadership, and in-service training) on teachers' ATIE and the mediating effect of self-efficacy in the relationships. Methods: A total of 972 teachers who taught students with developmental disabilities in 49 inclusive elementary schools in Beijing, China, participated in this study. Multilevel analysis was performed to analyze the data. Results: After controlling for demographics, at the school level, administrative support (one dimension of perceived school support) positively predicted teachers' ATIE. At the individual level, teachers' ATIE were positively predicted by emotional support (one dimension of perceived school support) and in-service training, but negatively predicted by transactional leadership (one dimension of perceived principals' leadership). Self-efficacy mediated the positive effects of transformational leadership (one dimension of perceived principals' leadership), emotional support, and in-service training on ATIE. Conclusion: Administrative support, emotional support, transformational leadership, and in-service training are conducive to fostering positive ATIE among teachers of students with developmental disabilities, and the underlying mechanism is explained by the mediating role of self-efficacy. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Purpose: Teachers' attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers' ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals' leadership, and in-service training) on teachers' ATIE and the mediating effect of self-efficacy in the relationships. Methods: A total of 972 teachers who taught students with developmental disabilities in 49 inclusive elementary schools in Beijing, China, participated in this study. Multilevel analysis was performed to analyze the data. Results: After controlling for demographics, at the school level, administrative support (one dimension of perceived school support) positively predicted teachers' ATIE. At the individual level, teachers' ATIE were positively predicted by emotional support (one dimension of perceived school support) and in-service training, but negatively predicted by transactional leadership (one dimension of perceived principals' leadership). Self-efficacy mediated the positive effects of transformational leadership (one dimension of perceived principals' leadership), emotional support, and in-service training on ATIE. Conclusion: Administrative support, emotional support, transformational leadership, and in-service training are conducive to fostering positive ATIE among teachers of students with developmental disabilities, and the underlying mechanism is explained by the mediating role of self-efficacy. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01623257 |
| DOI: | 10.1007/s10803-024-06660-4 |
