The critical role of personal and professional characteristics on teachers’ efficacy and attitudes towards inclusion: A comparative study between Greece and the UK

Kourti, Isidora; Charitaki, Garyfalia and Kypriotaki, Maria (2023). The critical role of personal and professional characteristics on teachers’ efficacy and attitudes towards inclusion: A comparative study between Greece and the UK. Trends in Psychology (Early Access).

DOI: https://doi.org/10.1007/s43076-023-00322-7

Abstract

This study explores how self-efficacy responds to the challenges of inclusive education. Focusing particularly on the impact of personal and professional characteristics, the study analyzes correlations between gender, professional experience, and qualifications on teachers’ attitudes towards inclusion and self-efficacy. In order to do so, the study makes comparisons between Greek and British teachers, identifying both similarities and differences when it comes to supporting disabled students in mainstream classrooms. The study concluded that teachers’ self-efficacy beliefs predict their attitudes towards inclusion, and the teachers’ individual characteristics predict their self-efficacy and attitudes towards inclusion. Specially, teachers from Greece and the UK demonstrated statistically significant differences in their attitudes towards inclusion and in their self-efficacy beliefs. Moreover, in the UK and Greece teachers’ self-efficacy beliefs predict their attitudes towards inclusion while the teachers’ individual characteristics predict their attitudes towards inclusion and self-efficacy.

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