The impact of social cognitive and personality factors on teachers' reported inclusive behaviour

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

Background. Inclusive education of children with intellectual disabilities is intended to maximise their educational experience within the mainstream school setting. While policy mandates inclusion, it is classroom teachers’ behaviours that determine its success.
Aims. This study provided a novel application of the Theory of Planned Behaviour (TPB) in this setting. It examined the effect of TPB variables and personality on reported inclusive teaching behaviours for learners with intellectual disabilities.
Sample. The sample comprised 145 primary school teachers (85% female) from mainstream schools across Scotland.
Method. Participants completed a TPB questionnaire assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive norms), perceptions of control (self-efficacy and controllability) and behavioural intentions towards using inclusive strategies. The Big Five Personality Index, measuring extraversion, conscientiousness, openness, neuroticism, and agreeableness, was also completed. Teaching practices were reported two weeks later.
Results. Instrumental attitudes, descriptive norm, self-efficacy and neuroticism predicted teachers’ intentions to use inclusive strategies. Further, conscientiousness had indirect effects on intentions through TPB variables. These intentions, however, did not predict reported behaviour expected by TPB. Instead, self-efficacy was the only significant predictor of reported behaviour.
Conclusions. This study demonstrates the application of TPB to an educational setting and contributes to the understanding of teachers’ reported use of inclusive strategies for children with intellectual disabilities.
LanguageEnglish
Number of pages20
JournalBritish Journal of Educational Psychology
Early online date4 May 2016
DOIs
Publication statusE-pub ahead of print - 4 May 2016

Fingerprint

cognitive factors
personality traits
Personality
teacher
Self Efficacy
self-efficacy
Intellectual Disability
neuroticism
disability
Disabled Children
personality
Teaching
teachers' behavior
primary school teacher
educational setting
teaching practice
Scotland
school
inclusion
classroom

Keywords

  • social factors
  • cognitive factors
  • personality factors
  • inclusive behaviour
  • teaching
  • education

Cite this

@article{996565c5ddaf4a33b084ba2ed3fe6ca1,
title = "The impact of social cognitive and personality factors on teachers' reported inclusive behaviour",
abstract = "Background. Inclusive education of children with intellectual disabilities is intended to maximise their educational experience within the mainstream school setting. While policy mandates inclusion, it is classroom teachers’ behaviours that determine its success.Aims. This study provided a novel application of the Theory of Planned Behaviour (TPB) in this setting. It examined the effect of TPB variables and personality on reported inclusive teaching behaviours for learners with intellectual disabilities.Sample. The sample comprised 145 primary school teachers (85{\%} female) from mainstream schools across Scotland.Method. Participants completed a TPB questionnaire assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive norms), perceptions of control (self-efficacy and controllability) and behavioural intentions towards using inclusive strategies. The Big Five Personality Index, measuring extraversion, conscientiousness, openness, neuroticism, and agreeableness, was also completed. Teaching practices were reported two weeks later.Results. Instrumental attitudes, descriptive norm, self-efficacy and neuroticism predicted teachers’ intentions to use inclusive strategies. Further, conscientiousness had indirect effects on intentions through TPB variables. These intentions, however, did not predict reported behaviour expected by TPB. Instead, self-efficacy was the only significant predictor of reported behaviour.Conclusions. This study demonstrates the application of TPB to an educational setting and contributes to the understanding of teachers’ reported use of inclusive strategies for children with intellectual disabilities.",
keywords = "social factors, cognitive factors, personality factors, inclusive behaviour, teaching, education",
author = "Claire Wilson and Woolfson, {Lisa Marks} and Kevin Durkin and Elliott, {Mark A.}",
year = "2016",
month = "5",
day = "4",
doi = "10.1111/bjep.12118",
language = "English",
journal = "British Journal of Educational Psychology",
issn = "0007-0998",

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N2 - Background. Inclusive education of children with intellectual disabilities is intended to maximise their educational experience within the mainstream school setting. While policy mandates inclusion, it is classroom teachers’ behaviours that determine its success.Aims. This study provided a novel application of the Theory of Planned Behaviour (TPB) in this setting. It examined the effect of TPB variables and personality on reported inclusive teaching behaviours for learners with intellectual disabilities.Sample. The sample comprised 145 primary school teachers (85% female) from mainstream schools across Scotland.Method. Participants completed a TPB questionnaire assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive norms), perceptions of control (self-efficacy and controllability) and behavioural intentions towards using inclusive strategies. The Big Five Personality Index, measuring extraversion, conscientiousness, openness, neuroticism, and agreeableness, was also completed. Teaching practices were reported two weeks later.Results. Instrumental attitudes, descriptive norm, self-efficacy and neuroticism predicted teachers’ intentions to use inclusive strategies. Further, conscientiousness had indirect effects on intentions through TPB variables. These intentions, however, did not predict reported behaviour expected by TPB. Instead, self-efficacy was the only significant predictor of reported behaviour.Conclusions. This study demonstrates the application of TPB to an educational setting and contributes to the understanding of teachers’ reported use of inclusive strategies for children with intellectual disabilities.

AB - Background. Inclusive education of children with intellectual disabilities is intended to maximise their educational experience within the mainstream school setting. While policy mandates inclusion, it is classroom teachers’ behaviours that determine its success.Aims. This study provided a novel application of the Theory of Planned Behaviour (TPB) in this setting. It examined the effect of TPB variables and personality on reported inclusive teaching behaviours for learners with intellectual disabilities.Sample. The sample comprised 145 primary school teachers (85% female) from mainstream schools across Scotland.Method. Participants completed a TPB questionnaire assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive norms), perceptions of control (self-efficacy and controllability) and behavioural intentions towards using inclusive strategies. The Big Five Personality Index, measuring extraversion, conscientiousness, openness, neuroticism, and agreeableness, was also completed. Teaching practices were reported two weeks later.Results. Instrumental attitudes, descriptive norm, self-efficacy and neuroticism predicted teachers’ intentions to use inclusive strategies. Further, conscientiousness had indirect effects on intentions through TPB variables. These intentions, however, did not predict reported behaviour expected by TPB. Instead, self-efficacy was the only significant predictor of reported behaviour.Conclusions. This study demonstrates the application of TPB to an educational setting and contributes to the understanding of teachers’ reported use of inclusive strategies for children with intellectual disabilities.

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