Factors that influence the perceptions of Greek secondary school teachers about inclusive education
DOI:
https://doi.org/10.30827/relieve.v30i1.26761Keywords:
educational inclusion, secondary school, attitudes towards inclusion, teachingAbstract
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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