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- W2892672634 abstract "Implementing inclusive education policy is a complex issue intrinsically woveninto the complex fabric of teaching and learning. This research asks the question:how efficacious do teachers feel in translating inclusive principles into practice?Research supports the view that teacher efficacy - teachers’ perceptions of their ownteaching competence - is one of the most important variables related to positiveteaching behaviours and student achievement. Using the lens of social cognitivetheory, this study examines teacher efficacy and explores: (a) the relationshipbetween personal teacher efficacy (PTE), and general teacher efficacy (GTE), fromthe scales devised by Hoy and Woolfolk (1993), and (SEN) teacher efficacy from aself-designed scale; (b) the extent to which mainstream teachers’ believe that theyhave the knowledge, skills and competencies, following pre-service, to successfullyinclude pupils with special educational needs; and (c) the influence of othercontextual variables on SEN teacher efficacy.The study employed a quantitative approach to investigate the views ofmainstream primary teachers in Ireland (N=244), who had qualified between theyears 1998-2007 inclusively. Findings reveal a complex picture in relation to teacherefficacy with regard to pupils with SEN in mainstream schools. Teacher efficacy inrelation to special educational needs - SEN efficacy - is unique and different frompersonal teacher efficacy (PTE) and (GTE) indicating that there are specific andadditional knowledge, skills and competencies required to work in inclusive settings.While teacher preparation has a significant impact on efficacy, other contextualfactors, such as intrinsic and extrinsic school factors, all serve to impact on teacherefficacy. These findings have implications for teacher educators, school principals,school support services and policy advisors." @default.
- W2892672634 created "2018-10-05" @default.
- W2892672634 creator A5028314770 @default.
- W2892672634 date "2009-11-01" @default.
- W2892672634 modified "2023-09-27" @default.
- W2892672634 title "Inclusive education policy: teachers’efficacy beliefs for Including pupilswith special educational needs in Irishmainstream primary schools" @default.
- W2892672634 hasPublicationYear "2009" @default.
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