Are Teachers’ Democratic Beliefs about Classroom Life Associated with Their Perceptions of Inclusive Education?

Abstract

ABSTRACT This study reports on Greek in-service primary school teachers’ perceptions of inclusive education and the extent to which those perceptions are associated with democratic beliefs about classroom life. In addition to examining general perceptions of inclusion, this study examines the association of teachers’ democratic beliefs about classroom life with specific perceptions of inclusive education, including sentiments, attitudes, and concerns. Finally, this study investigates the extent to which teachers’ perceptions of inclusive education are associated with key demographic, professional, and personal characteristics. The sample consisted of 315 primary school teachers in Greece who completed a) the ‘Sentiments, Attitudes, and Concerns about Inclusive Education Revised’ Scale and b) the ‘Democratic Teacher Belief Scale’. Results indicate that participants had moderately positive views about inclusive education. Teachers’ democratic beliefs about classroom life were significantly associated with their attitudes, sentiments, and concerns about inclusive education. Significant associations were found between teachers’ perceptions of inclusive education and their perceived confidence in teaching students with disabilities, training in disabilities education, and prior experience in teaching students with disabilities. The findings are discussed in relation to their implications for teachers’ training programs in countries and educational systems that are at an early stage of providing inclusive education.