The perception of the attitudes of concern and self-efficacy of teachers regarding inclusive education

Abstract

The aim: This research aims to examine the attitudes of concern and self-efficacy of teachers regarding inclusive education. The method: Totally 420 teachers from five cities of Serbia were included in the research. They were required to fill the questionnaire on demographic data and Jour scales examining the attitudes towards inclusive education, the interaction with disabled persons, concern regarding the conducting of inclusive education and the scale of self-efficacy regarding the inclusive practice in the classroom. Results: The attitudes of the teachers towards the inclusion of the pupils with special educational needs are mostly positive, they are not very much concerned regarding the contacts with the persons with special edicational needs, and regarding the possibilities of the realization of inclusive education. They feel self-efficacious regarding the conducting of inclusive practice in the classroom. The least concerned teachers are the most self-efficacious ones. The research indicated several areas of concern of the teachers, particularly regarding the personal education and the possibilities of competent Ministry to ensure the means and the support for the inclusive practice. Conclusion: The attitudes of the teachers towards the inclusive education of the pupils with special educational needs are mostly positive; the teachers are not concerned about the contacts with the persons with special educational needs and the possibilities of the conducting of inclusive education and feel self-efficacious regarding the conducting of the inclusive practice in the classroom. The subjects with more positive attitudes towards the inclusive education have a higher degree of self:confidence in relation to their methodical experience necessary for the work in an inclusive class. The subjects with low evaluation of self-efficacy manifest greater concern regarding the the realization of the inclusive process. It was also found out that the subjects manifesting a higher degree of concern have more negative attitudes towards the inclusive education.