Chilean Teachers' Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices

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dc.contributor.authorSan Martin, Constanza
dc.contributor.authorRamirez, Chenda
dc.contributor.authorCalvo, Ruben
dc.contributor.authorMunoz-Martinez, Yolanda
dc.contributor.authorSharma, Umesh
dc.date.accessioned2025-01-20T23:51:55Z
dc.date.available2025-01-20T23:51:55Z
dc.date.issued2021
dc.description.abstractTeachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers' attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers' attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators' attitudes and self-efficacy are discussed.
dc.fuente.origenWOS
dc.identifier.doi10.3390/su13042300
dc.identifier.eissn2071-1050
dc.identifier.urihttps://doi.org/10.3390/su13042300
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/94873
dc.identifier.wosidWOS:000624835100001
dc.issue.numero4
dc.language.isoen
dc.revistaSustainability
dc.rightsacceso restringido
dc.subjectattitudes
dc.subjectinclusive education
dc.subjectintentions
dc.subjectteaching efficacy
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleChilean Teachers' Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices
dc.typeartículo
dc.volumen13
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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