Impact of social cognitive and personality factors on teachers’ inclusive behaviours towards learners with intellectual disabilities

Claire Wilson, Kevin Durkin, Mark Elliott

Research output: Contribution to conferencePoster

Abstract

Objectives
Classroom teaching practices determine the success of inclusive
education. Using the Theory of Planned Behaviour (TPB) and the Big Five personality model, the study examined the impact of teacher personality and beliefs on implementing inclusive strategies.

Method
Primary school teachers (n=150) completed questionnaires assessing TPB cognitions (attitudes, social norms, perceptions of control, intentions) towards using inclusive strategies and The Big Five Personality Index. Inclusive behaviours were recorded one month later.

Results
Regression analysis tested the predictive utility of the TPB on inclusive behaviours. The influence of personality on TPB components was also examined.

Conclusion
Teacher belief and personality factors predicting inclusive teaching
behaviours are identified. Their importance to the education of children with intellectual disabilities will be discussed.
Original languageEnglish
Publication statusPublished - 3 Sep 2014
Externally publishedYes
EventBPS Developmental Section Annual Conference 2014 - Hotel Casa 400, Amsterdam, Netherlands
Duration: 3 Sep 20145 Sep 2014
https://www1.bps.org.uk/networks-and-communities/member-microsite/developmental-psychology-section/previous-conferences

Conference

ConferenceBPS Developmental Section Annual Conference 2014
Country/TerritoryNetherlands
CityAmsterdam
Period3/09/145/09/14
Internet address

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