Faculty of Human and Social Sciences, UKE-Kore University of Enna, Cittadella Universitaria, 94100 Enna, Italy.
Faculty of Classic, Linguistic and Educational Studies, UKE-Kore University of Enna, Cittadella Universitaria, 94100 Enna, Italy.
Int J Environ Res Public Health. 2022 Sep 1;19(17):10921. doi: 10.3390/ijerph191710921.
Research on special education teachers has increased in recent years. However, few studies have investigated factors related to teachers' preference for a specific style in inclusive education. For this reason, the aim of this cross-sectional study is to investigate the mediating role of autonomous motivation in the relationship between teachers' efficacy for inclusive practice (TEIP) and teaching styles (structuring, autonomous, controlling, chaotic). Four hundred and twenty-three pre-service special education teachers participated in the study. Participants were administered the following self-reports: TEIP scale, Autonomous Motivations for Teaching Scale, and the Situations-in-School questionnaire. SEM analysis confirmed the role of autonomous motivation as a mediator for TEIP on teaching styles. Moreover, the results showed a positive association between TEIP and both autonomy and structuring teaching styles. The findings of this study suggest the importance of implementing specific special-education teacher training to promote intrinsic motivation toward teaching in an inclusive context.
近年来，针对特殊教育教师的研究有所增加。然而，很少有研究调查与教师在融合教育中偏好特定教学风格相关的因素。基于此，本横断面研究旨在调查自主动机在特殊教育教师实践效能感（TEIP）与教学风格（结构化、自主、控制、混乱）之间的中介作用。423 名职前特殊教育教师参与了这项研究。参与者填写了以下自评量表：TEIP 量表、教学自主性动机量表和学校情境问卷。结构方程模型分析证实了自主动机在 TEIP 对教学风格的中介作用。此外，研究结果表明 TEIP 与自主性和结构化教学风格呈正相关。本研究结果表明，在融合教育背景下，实施特殊教育教师专项培训以促进内在教学动机的重要性。
