ABSTRACT

Teacher self-reports were used to investigate patterns of their self-efficacy and attitudes toward inclusive education in association with teacher emotional support, collective teacher efficacy, and collegial collaboration. Data included a sample of 100 Norwegian upper secondary school teachers from a mixed-methods cluster randomised controlled trial study. Latent profile analysis identified four subgroups: Low Self-Efficacy, Mid Attitudes (n = 19); High in All (n = 15); Mid Self-Efficacy, Low Attitudes (n = 36); and High Self-Efficacy, Mid Attitudes (n = 30). Teachers in the High in All profile reported being the most emotionally supportive, while the highest levels of collective efficacy and collegial collaboration were reported by teachers belonging to the High Self-Efficacy, Mid Attitudes profile. Teachers in the Low Self-Efficacy, Mid Attitudes profile reported the lowest levels of emotional support, collective efficacy, and collegial collaboration. The results provide a deeper understanding of the association between teachers’ self-efficacy and attitudes toward inclusive education by investigating distinct teacher profiles with diverse self-efficacy and attitude characteristics, leading to more targeted and effective strategies in inclusive education research, practice, and policy.

摘要

教师自我报告被用来调查他们的自我效能模式和对全纳教育的态度与教师情感支持、教师集体效能和同事合作的关系。数据包括来自一项混合方法整群随机对照试验研究的 100 名挪威高中教师样本。潜在概况分析确定了四个亚组：低自我效能、中等态度（n  = 19）；总体较高（n  = 15）；自我效能感中等，态度较低（n  = 36）；自我效能高、态度中等（n =  30）。高中教师总数据报道，属于高自我效能、中等态度的教师在情感上最有支持性，而集体效能和同事合作水平最高。自我效能感低、态度中等的教师报告的情感支持、集体效能和同事合作水平最低。研究结果通过调查具有不同自我效能和态度特征的不同教师形象，更深入地了解教师自我效能与全纳教育态度之间的关系，从而在全纳教育研究、实践和政策中制定更有针对性和更有效的策略。