Teacher efficacy: moving towards inclusive practices

MacDonald, Corrine A. (2015) Teacher efficacy: moving towards inclusive practices. Masters thesis, Memorial University of Newfoundland.

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Abstract

The current study presents data about beliefs on teacher efficacy related to inclusive practices. Data was collected from teachers employed in two districts within the province of Newfoundland and Labrador, Canada, during the 2012-2013 school year. Perceived teacher efficacy to teach in inclusive classrooms was measured by the Teacher Efficacy for Inclusive Practice (TEIP) Scale developed by Sharma, Loreman, and Forlin, (2012). Under investigation were teacher perceptions of their ability to implement inclusive practices, to work with parents and other professionals, to work with students with special education needs, and to deal with disruptive behaviours in the classroom. Also explored was whether any significant differences existed in Newfoundland and Labrador teachers‘ perceptions of their ability to implement inclusive practices based on teacher age, gender, years of teaching experience, highest level of education, teaching area (primary, elementary, intermediate, high school), years of teaching experience with students diagnosed with disabilities, school district, and/or whether the school they worked in was in a rural or urban area. Two hundred and sixty two teacher participants (59 men and 203 women) in the K-12 school system took part in the study. Overall, the results showed that the teachers surveyed believe their practice is effective in an inclusive setting. Teacher participants reported no differences in efficacy of overall inclusive practice, efficacy of using inclusive instructions, and efficacy in collaboration. However, managing disruptive behaviour was shown to be an area where male and female teachers differed in their reported self-efficacy of practice. Male participants reported higher efficacy in managing disruptive behaviours in the classroom than female teachers. The findings suggest there may be a need for further teacher education and/or professional development opportunities related to managing disruptive behaviours in the classroom.

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