The impact of explicit and implicit teacher beliefs on reports of inclusive teaching practices in Scotland

Claire Wilson, Lisa Woolfson, Kevin Durkin

Research output: Contribution to journalArticle

Abstract

Successful inclusion is dependent upon teachers implementing classroom adaptations. Teacher beliefs can be expected to play a key role in their decision to make such adaptations. Using a cross-sectional survey, the purpose of the study was to examine mainstream school teachers’ explicit and implicit attitudes, self-efficacy and intentions towards children with intellectual disability and to assess their relationship to inclusive teaching. Primary school teachers working in Scotland were invited to take part. Eighty-seven participants completed a questionnaire measuring explicit attitudes, self-efficacy, intentions and inclusive teaching. Participants also completed a Single-Target Implicit Association Test assessing implicit attitudes. The results indicated that self-efficacy predicted reported inclusive behaviour and mediated the relationship between explicit attitudes and reported behaviour. Implicit attitudes did not relate to explicit beliefs (attitudes, self-efficacy, intentions) or behaviour.
Original languageEnglish
JournalInternational Journal of Inclusive Education
Early online date27 Aug 2019
DOIs
Publication statusE-pub ahead of print - 27 Aug 2019

Keywords

  • classroom adaptations
  • inclusive teaching
  • teacher beliefs

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