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

Constanza San Martin,Chenda Ramirez,Umesh Sharma,Rubén Calvo,Yolanda Muñoz-Martínez

doi:10.3390/su13042300

Constanza San Martin, Chenda Ramirez + Show 3 more

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https://doi.org/10.3390/su13042300

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Abstract

Teachers 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.

Highlights

IntroductionInclusive education promotes the presence, participation, and learning of all through the implementation of inclusive values in educational cultures, policies, and practices [3]
Our results indicate that the Chilean in-service teachers who participated in this study maintain a moderately positive attitude towards inclusion when taken as a whole
We found a significant relationship between teachers’ attitudes towards inclusion and self-efficacy for inclusive practices

Summary

Introduction

Inclusive education promotes the presence, participation, and learning of all through the implementation of inclusive values in educational cultures, policies, and practices [3] Among these values, the authors explicitly refer to sustainability [8], since the challenge of education and one of its central purposes is to contribute to children having the general competences [9] and tools to develop a sustainable life in their territory [10], and to contribute to the quality of life and well-being of living beings, given that there is a relationship of interdependence with ecosystems. Inclusion becomes an “educational philosophy” [11] that promotes the appreciation and care of life in all its forms through processes that seek to reduce exclusion and suffering from a compassionate perspective [12]

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Conclusion