Abstract
| Language | English |
|---|---|
| Pages | 46-52 |
| Number of pages | 7 |
| Journal | Teaching and Teacher Education |
| Volume | 29 |
| Early online date | 20 Sep 2012 |
| DOIs | |
| Publication status | Published - Jan 2013 |
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Keywords
- teacher education
- teacher attitudes
- behavioral difficulties
- theory of planned behavior
- inclusion
- mainstream schools
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Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools : an application of the theory of planned behavior. / MacFarlane, Kate; Woolfson, Lisa.
In: Teaching and Teacher Education, Vol. 29, 01.2013, p. 46-52.Research output: Contribution to journal › Article
TY - JOUR
T1 - Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools
T2 - Teaching and Teacher Education
AU - MacFarlane, Kate
AU - Woolfson, Lisa
PY - 2013/1
Y1 - 2013/1
N2 - The Theory of Planned Behavior (TPB) was used to examine relationships between teacher attitudes and behavior towards children with social, emotional and behavioral difficulties (SEBD). One hundred and eleven elementary school teachers completed questionnaires. Teacher perception of their school principal’s expectations (subjective norm) predicted teacher behaviors. Teachers who had attended more in-service training (INSET) sessions held more positive feelings, but teachers with more experience were less willing to work with children with SEBD. Findings suggest that school principals have a central role in promoting an inclusive ethos within their schools. INSET could focus more on challenging beliefs.
AB - The Theory of Planned Behavior (TPB) was used to examine relationships between teacher attitudes and behavior towards children with social, emotional and behavioral difficulties (SEBD). One hundred and eleven elementary school teachers completed questionnaires. Teacher perception of their school principal’s expectations (subjective norm) predicted teacher behaviors. Teachers who had attended more in-service training (INSET) sessions held more positive feelings, but teachers with more experience were less willing to work with children with SEBD. Findings suggest that school principals have a central role in promoting an inclusive ethos within their schools. INSET could focus more on challenging beliefs.
KW - teacher education
KW - teacher attitudes
KW - behavioral difficulties
KW - theory of planned behavior
KW - inclusion
KW - mainstream schools
UR - http://www.sciencedirect.com/science/journal/0742051X
U2 - 10.1016/j.tate.2012.08.006
DO - 10.1016/j.tate.2012.08.006
M3 - Article
VL - 29
SP - 46
EP - 52
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
ER -