The Antecedents of Teaching Styles in Multicultural Classroom: Teachers' Self-Efficacy for Inclusive Practices and Attitudes towards Multicultural Education

Autor/inn/en	Buzzai, Caterina; Passanisi, Alessia; Aznar, Melina Aparici; Pace, Ugo
Titel	The Antecedents of Teaching Styles in Multicultural Classroom: Teachers' Self-Efficacy for Inclusive Practices and Attitudes towards Multicultural Education
Quelle	In: European Journal of Special Needs Education, 38 (2023) 3, S.378-393 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buzzai, Caterina) ORCID (Passanisi, Alessia) ORCID (Pace, Ugo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2107679
Schlagwörter	Student Diversity; Inclusion; Self Efficacy; Teacher Effectiveness; Teacher Attitudes; High School Teachers; Teaching Styles; Multicultural Education; Foreign Countries; Predictor Variables; Personal Autonomy; Italy + Suchen Sie Ihr Suchwort? Inklusion; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrstil; Unterrichtsstil; Multikulturelle Erziehung; Ausland; Prädiktor; Individuelle Autonomie; Italien
Abstract	The present study aimed to contribute to the understanding of the antecedents of teaching styles in multicultural classrooms. In particular, research has investigated whether teachers' attitudes towards multicultural education played a mediating role in the relationships among teachers' efficacy for inclusive practices and motivating teaching styles (autonomy supportive and structuring) and demotivating teaching styles (controlling and chaotic). Participants included 474 in-service teachers, 100 males (21.1%) and 374 females (78.9%), with an average age of 38.05 years (SD = 7.03), who were recruited from several high schools located in Sicily (Italy). Results of the SEM analysis showed that teachers' attitudes towards multicultural education mediated the association between teachers' efficacy for inclusive practices and (de)motivating teaching styles. Furthermore, teachers' efficacy for inclusive practices was a direct positive predictor of motivating teaching styles, while teachers' multicultural attitudes were a direct predictor of (de)motivating teaching styles. This study highlighted the importance of teachers' attitudes towards multicultural education and self-efficacy for inclusive education as antecedents of teaching styles in multicultural classrooms with practical implications in the school context. (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