Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550420
Title: Exploring teachers' intrinsic motivation towards inclusion : how the principles of motivational interviewing and the transtheoretical (stages of change) model can be used to inform the work of educational psychologists in mainstream schools?
Author: Barnes, Chelsea
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2011
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Abstract:
The purpose of this study is to explore teachers' intrinsic motivation towards making changes to facilitate the inclusion of pupils with special educational needs (SEN) in mainstream schools. It seeks to develop understanding of how the principles of Motivational Interviewing (MI) and the Transtheoretical (TTM) or 'Stages of Change' (SoC) Model can be used to inform Educational Psychologists in their work with teachers. The current study adopted a mixed methods design, encompassing two phases. The initial quantitative phase sampled 45 teachers from mainstream primary and secondary schools, and used a questionnaire to measure their intrinsic motivation to effect change to facilitate inclusion. Statistical analysis compared 'primary' and 'secondary' conditions, and tested for correlations between SoC measures and length of teaching experience. Cluster analysis was also carried out to explore the integrity of the individual TTM stages. The subsequent qualitative phase sampled 7 teachers at random from the cluster analysis groupings, who engaged in semi-structured interviews regarding their experiences and views of inclusion in mainstream schools. Analysis of questionnaire data identified four homogenous clusters, of which only two were defined by a single SoC measure. In addition, it was found that 'primary' teachers scored significantly higher for the 'active change' measure. A weak but significant negative correlation was found between length of teaching experience and 'active change', as well as a weak positive correlation with 'maintenance'. Thematic analysis of interview transcripts revealed three main
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Child Psychol.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.550420  DOI: Not available
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