Journal of Autism and Developmental Disorders

26-11-2024 | Original Article

A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter

Auteurs: Zhengli Xie, Mengting Li, Yan Wang

Gepubliceerd in: Journal of Autism and Developmental Disorders

Abstract

Purpose

Teachers’ attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers’ ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals’ leadership, and in-service training) on teachers’ ATIE and the mediating effect of self-efficacy in the relationships.

Methods

A total of 972 teachers who taught students with developmental disabilities in 49 inclusive elementary schools in Beijing, China, participated in this study. Multilevel analysis was performed to analyze the data.

Results

After controlling for demographics, at the school level, administrative support (one dimension of perceived school support) positively predicted teachers’ ATIE. At the individual level, teachers’ ATIE were positively predicted by emotional support (one dimension of perceived school support) and in-service training, but negatively predicted by transactional leadership (one dimension of perceived principals’ leadership). Self-efficacy mediated the positive effects of transformational leadership (one dimension of perceived principals’ leadership), emotional support, and in-service training on ATIE.

Conclusion

Administrative support, emotional support, transformational leadership, and in-service training are conducive to fostering positive ATIE among teachers of students with developmental disabilities, and the underlying mechanism is explained by the mediating role of self-efficacy.

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Titel: A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter
Auteurs: Zhengli Xie
Mengting Li
Yan Wang
Publicatiedatum: 26-11-2024
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-024-06660-4

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A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter

Abstract

Purpose

Methods

Results

Conclusion

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