Factors that influence the perceptions of Greek secondary school teachers about inclusive education

Authors

DOI:

https://doi.org/10.30827/relieve.v30i1.26761

Keywords:

educational inclusion, secondary school, attitudes towards inclusion, teaching

Abstract

Inclusive education still presents a challenge for teachers in ordinary classrooms, and addressing diversity is one factor that conditions the learning process and the development of social skills in school. In this regard, teachers’ attitudes towards inclusion and teaching efficacy, which facilitate equal opportunities for students, require further study. The research presented here has been carried out to analyse teaching efficacy among secondary school teachers in Greece in terms of addressing student diversity in the ordinary classroom, and to determine the factors that affect the feelings, attitudes and concerns of these teachers to accomplish this task. This study applies a non-experimental, descriptive, correlational design, using a questionnaire-survey to compile information. A total of 339 teachers from 39 schools in the Greek prefecture of Kavala participated in the research. Findings show that teachers feel able to respond to the specificities of their students and that the key factors that mediate feelings and concerns are efficacy in teaching strategies and differentiation in learning outcomes. In addition, the efficacy of student participation is shown to directly affect teachers’ attitudes and concerns about inclusion.

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Author Biographies

Eloísa Reche Urbano, University of Cordoba

Associate Professor in the Department of Specific Didactics, specializing in Didactics of Visual Arts, at the University of Córdoba (Spain). Member of the research group SEJ-623 (EDMETIC: Media Education and ICT) of the Andalusian Government and member of the Interuniversity Association of Pedagogical Research (AIDIPE). Her research lines focus on higher education, educational environments, media education, teaching innovation, education/artistic expression and test building.

Author contribution: ERU participated in the conceptualization, data analysis, writing, review and editing.

Conflict of interest statement: ERU state that they have no conflicts of interest in writing the present article.

Eirini Boli, 2ª Escuela Secundaria de Kalymnos

Special Educator in Parallel Support for SEN students at the Kalymnos´ Secondary School (Greece). Graduate in Classical Literary Literature at Siena´s University (Italy), Master´s Degree in Didactic Design of Competences at the Inclusion´s School at Suor Orsola´s University and Master´s Degree in Special Education, at Frederick´s University (Cyprus).

Author contribution: EB participated in the conceptualization, writing, the formulation of conclusions and the discussion.

Conflict of interest statement: EB state that they have no conflicts of interest in writing the present article.

Begoña E. Sampedro Requena, University of Cordoba

Associate Professor in the Department of Education, specializing in Didactics and School Organization (DOE) at the University of Córdoba (Spain). Member of the research group SEJ-623 (EDMETIC: Media Education and ICT) of the Regional Government of Andalusia. Her research focuses on technologies applied to education, including the emerging ones; inclusive education and digital tools, learning difficulties; and use of technological means such as video games in the teaching – learning process.

Author contribution: BESR participated in the conceptualization, writing and data analysis.

Conflict of interest statement: BESR state that they have no conflicts of interest in writing the present article.

Belén Quintero Ordóñez, University of Cordoba

Associate Professor in the area Department of Education, specializing in Research Methods and Educational Diagnosis (MIDE) at the University of Córdoba (Spain). Member of the Research Group SEJ-049 (Educational Evaluation and Innovation) of the Andalusian Government and member of the Interuniversity Association of Pedagogical Research (AIDIPE). Her research interests focus on vulnerable environments, drugs prevention, techno-addictions, skills training and attention to diversity.

Author contribution: BQO participated in the conceptualization, writing, the formulation of conclusions and the discussion.

Conflict of interest statement: BQO state that they have no conflicts of interest in writing the present article.

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Published

2024-06-20

How to Cite

Reche Urbano, E., Boli, E., Sampedro Requena, B. E., & Quintero Ordóñez, B. (2024). Factors that influence the perceptions of Greek secondary school teachers about inclusive education. RELIEVE – Electronic Journal of Educational Research and Evaluation, 30(1). https://doi.org/10.30827/relieve.v30i1.26761