Sharma, Umesh; Loreman, Tim; May, Fiona; Romano, Alessandra; Sahli Lozano, Caroline; Avramidis, Elias; Woodcock, Stuart; Subban, Pearl; Kullmann, Harry (2023). Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education, 39 (2), pp. 167-184. 10.1080/08856257.2023.2195075

Full text not available from this repository.

Previous research has identified the importance of teacher attitudes and self-efficacy in supporting inclusive education. This study involved a multi-national exploration of a further dimension of inclusive education, collective efficacy, through the testing of a new tool, the Teacher Efficacy for Inclusive Practice-Collective (TEIP-C) Scale. The study also aimed to investigate whether teacher attitudes, self-efficacy, collective efficacy and intention to teach in inclusive classrooms differ across countries. Participants included 1,523 teachers from Canada, Greece, Italy and Switzerland. Results suggested a two-factor structure for the TEIP-C, Engagement, and Inclusive Pedagogies, with strong internal consistency for the scale. Several differences across countries were identified, with teachers from Italy reporting more positive attitudes towards inclusion and a greater intention to teach in inclusive classrooms. Implications of the study in terms of further strengthening inclusive practice are discussed.

Item Type:	Journal Article (Original Article)
PHBern Contributor:	Sahli Lozano, Caroline
Projects:	[20 s 0002 06] Internationale Skalen zu Einstellungen und Selbstwirksamkeitserwartungen von Lehrpersonen gegenüber Inklusion (ISASI)
Language:	English
Submitter:	Jessica Brunner
Date Deposited:	17 Apr 2023 14:08
Last Modified:	03 Mar 2024 00:10
Publisher DOI:	10.1080/08856257.2023.2195075
Uncontrolled Keywords:	Inklusion, Kollektive Selbstwirksamkeit, Schulklima
URI:	https://phrepo.phbern.ch/id/eprint/6915