Charitaki Garyfalia, Kourti Isidora, Gregory Jess L, Ozturk Mesut, Ismail Zaleha, Alevriadou Anastasia, Soulis Spyridon-Georgios, Sakici Şehnaz, Demirel Can
School of Humanities, Hellenic Open University, Patras, Greece.
Department of Public Leadership & Social Enterprise, The Open University, Milton Keynes, UK.
Trends Psychol. 2022 Nov 15:1-28. doi: 10.1007/s43076-022-00240-0.
The study aims to suggest a model for attitudes towards inclusive education that will yield a good fit across different countries. Moreover, we aim to explore the effect of years of teaching experience, educational work level of teachers, and the highest degree completed by teachers on teachers' attitudes towards inclusion across different countries. A demographic scale and the ATTAS-mm were applied to 908 teachers employed in schools of general education or who offered parallel support and/or resources in five different countries (Greece, the UK, the USA, Malaysia, and Turkey). CFA suggested a 4-factor solution, which included the cognitive, affective, and behavioral factors that have been previously introduced by Gregory and Noto (2012), and a fourth factor, labeled overall attitudes towards teaching all students. In the cognitive factor, the UK had the most positive attitudes. TU, MA, and GR enrolled in the same cluster, and the USA had the least positive attitudes. In the affective factor, GR had the most positive attitude. MA and the USA enrolled in the same cluster and TU and the UK had the least positive attitudes. A similar pattern is observed for the behavioral factor with GR having the most positive attitude. TU and MA enrolled in the same cluster, and the USA and the UK had the least positive attitudes. Finally, years of teaching experience, educational work level, and the highest degree completed have a significant effect on teachers' attitudes towards inclusion in all countries. Providing feedback for future research is the focal point of the discussion part.
本研究旨在提出一个关于全纳教育态度的模型，该模型在不同国家都能有良好的适配性。此外，我们旨在探究教学年限、教师的教育工作水平以及教师所获得的最高学位对不同国家教师全纳教育态度的影响。我们对来自五个不同国家（希腊、英国、美国、马来西亚和土耳其）的908名在普通教育学校任教或提供平行支持和/或资源的教师应用了一份人口统计学量表和ATTAS-mm量表。验证性因素分析提出了一个四因素解决方案，其中包括Gregory和Noto（2012年）之前提出的认知、情感和行为因素，以及第四个因素，即对教授所有学生的总体态度。在认知因素方面，英国的态度最为积极。土耳其、马来西亚和希腊归为同一类，而美国的态度最不积极。在情感因素方面，希腊的态度最为积极。马来西亚和美国归为同一类，而土耳其和英国的态度最不积极。行为因素方面也观察到类似模式，希腊的态度最为积极。土耳其和马来西亚归为同一类，而美国和英国的态度最不积极。最后，教学年限、教育工作水平和所获得的最高学位对所有国家教师的全纳教育态度都有显著影响。讨论部分的重点是为未来研究提供反馈。
