Einstellung von Lehrkräften zum inklusiven Sportunterricht und beeinflussende Faktoren

Abstract

The attitude of teachers is considered important for successful inclusive physical education (PE); however, no reliable instrument has been developed to assess German PE teachers’ subject-specific attitude toward inclusive PE or to determine factors that influence it. In this paper, we reanalyze data gathered from a survey of 900 PE teachers in North Rhine–Westphalia and Hesse, Germany to assess the teachers’ subject-specific attitude toward inclusive PE and identify institution- and person-related factors that may have influenced it. We measure the factorial and convergent validity of the scale used in that survey to assess PE teachers’ attitude by conducting structural equation modelling, and we take into account the complex interdependence of institution- and person-related factors. Results indicate that both factorial and convergent validity of the scale were good. While amount of work experience, teaching conditions for (inclusive) PE, and private experience with people with disabilities had a significant influence on the PE teachers’ attitude toward inclusive PE, (inclusion-related) collaboration among PE teachers and occupational stress did not.