Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.700221
Title: The composition and characteristics of teacher self-efficacy for inclusive practice
Author: Maxwell, Anna Rebecca
ISNI:       0000 0004 5992 3563
Awarding Body: University of Exeter
Current Institution: University of Exeter
Date of Award: 2016
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Abstract:
In a time when education and inclusion, are very much on the political agenda, what makes some teachers confident and competent teachers of special educational needs (SEN) and others less so? This thesis aimed to explore a variety of factors; attitude to inclusion; school climate; burnout and general teaching self-efficacy as they relate to self-efficacy for inclusive teaching. It also aimed to explore the teaching practices of teachers who report high self-efficacy for inclusive teaching scores. 66 participants, selected from seven primary schools took park in the first phase of the research. From this sample, five participants were selected for their high self-efficacy for inclusive teaching scores and were interviewed about their inclusive teaching practice. A mixed methods approach was used; utilising questionnaires in the first phase to explore the six factors and the correlations between them. Interviews were employed in the second phase to explore the inclusive practices of participants. Initial statistical analysis from the questionnaires indicated that years teaching experience, as well as aspects of attitude to inclusion, school climate, burnout and general teaching efficacy are predictive of self-efficacy for inclusive teaching scores. Regression analysis indicated that attitude to inclusion; school climate and general teaching self-efficacy were together the best predictors of self-efficacy for inclusive teaching. Thematic analysis from the interviews suggested that stress was a major factor for the participants. It also identified that participants who were good at including children with SEN were those who got to know their children well, and who were engaged, motivated members of staff. The study concluded with a consideration of how the above results are relevant to educational psychologists by suggesting that their role is vital in supporting teachers to get to know children holistically and in supporting staff with stress management through supervision or staff clinics.
Supervisor: Norwich, Brahm Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.700221  DOI: Not available
Keywords: self-efficacy ; teacher ; inclusion ; SEN
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