French teachers' general attitude toward inclusion: The indirect effect of teacher efficacy.

Autor/inn/en	Desombre, Caroline; Lamotte, Mathilde; Jury, Mickaël
Titel	French teachers' general attitude toward inclusion: The indirect effect of teacher efficacy. Gefälligkeitsübersetzung: Die allgemeine Einstellung französischer Lehrkräfte zur Integration: der indirekte Effekt der Wirksamkeit der Lehrkräfte.
Quelle	In: Educational psychology, 39 (2019) 1, S. 38-50Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0144-3410; 1469-5820
DOI	10.1080/01443410.2018.1472219
Schlagwörter	Inklusive Pädagogik; Eigenschaft; Einstellung (Psy); Selbstvertrauen; Selbstwirksamkeit; Bildungspolitik; Lehrer; Referendar; Sonderschule; Effizienz
Abstract	The inclusion of children with special educational needs is a major challenge. Amongst the factors linked to a successful inclusive education policy, teachers' attitude toward inclusion is particularly important. The present paper seeks to understand why general teachers exhibit less favourable attitude toward inclusion than special education teachers. We argue that general teachers' low sense of efficacy can act as a mediator. To investigate this hypothesis, general and special education teachers were asked to report their attitude and efficacy. Results confirm that general teachers have less positive attitude toward inclusion than special education teachers. In addition, a mediational analysis confirmed that this discrepancy is partly sustained by general teachers' lower sense of efficacy. Limits as well as future perspective are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3