School Environment and Mastery Experience as Predictors of Teachers' Self-Efficacy Beliefs towards Inclusive Teaching

Autor/inn/en	Wilson, Claire; Marks Woolfson, Lisa; Durkin, Kevin
Titel	School Environment and Mastery Experience as Predictors of Teachers' Self-Efficacy Beliefs towards Inclusive Teaching
Quelle	In: International Journal of Inclusive Education, 24 (2020) 2, S.218-234 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Claire)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1455901
Schlagwörter	Mastery Learning; Teacher Attitudes; Self Efficacy; Social Cognition; Intellectual Disability; Inclusion; Foreign Countries; Elementary School Teachers; Educational Environment; Prediction; Teaching Methods; Teacher Behavior; Correlation; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Soziale Kognition; Intellect; Disability; Disabilities; Verstand; Behinderung; Inklusion; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Vorhersage; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Korrelation
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01