Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior

被引：187
作者：
MacFarlane, Kate [1 ]
Woolfson, Lisa Marks [1 ]
机构：
[1] Univ Strathclyde, Sch Psychol Sci & Hlth, Glasgow G1 1QE, Lanark, Scotland
来源：
TEACHING AND TEACHER EDUCATION | 2013年 / 29卷
关键词：
Behavioral difficulties in the classroom; Inclusive education; Theory of planned behavior; Teacher attitudes; INSET; SPECIAL EDUCATIONAL-NEEDS; STUDENTS; PRINCIPALS; EFFICACY; BELIEFS; PUPILS; INSTRUCTION; PERCEPTIONS; PREDICTORS;
D O I：
10.1016/j.tate.2012.08.006
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The Theory of Planned Behavior (TPB) was used to examine relationships between teacher attitudes and behavior toward children with social, emotional and behavioral difficulties (SEBD). One hundred and eleven elementary school teachers completed questionnaires. Teacher perception of their school principals' expectations (subjective norm) predicted teacher behaviors. Teachers who had attended more in-service training (INSET) sessions held more positive feelings, but teachers with more experience were less willing to work with children with SEBD. Findings suggest that school principals have a central role in promoting an inclusive ethos within their schools. INSET could focus more on challenging beliefs. (C) 2012 Elsevier Ltd. All rights reserved.
引用
收藏
页码：46 / 52
页数：7
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