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

Claire Wilson; Kevin Durkin; Mark Elliott

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 conference › Poster

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 language	English
Publication status	Published - 3 Sept 2014
Externally published	Yes
Event	BPS Developmental Section Annual Conference 2014 - Hotel Casa 400, Amsterdam, Netherlands Duration: 3 Sept 2014 → 5 Sept 2014 https://www1.bps.org.uk/networks-and-communities/member-microsite/developmental-psychology-section/previous-conferences

Conference

Conference	BPS Developmental Section Annual Conference 2014
Country/Territory	Netherlands
City	Amsterdam
Period	3/09/14 → 5/09/14
Internet address	https://www1.bps.org.uk/networks-and-communities/member-microsite/developmental-psychology-section/previous-conferences

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Cite this

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title = "Impact of social cognitive and personality factors on teachers{\textquoteright} inclusive behaviours towards learners with intellectual disabilities",

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.",

author = "Claire Wilson and Kevin Durkin and Mark Elliott",

year = "2014",

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language = "English",

note = "BPS Developmental Section Annual Conference 2014 ; Conference date: 03-09-2014 Through 05-09-2014",

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TY - CONF

T1 - Impact of social cognitive and personality factors on teachers’ inclusive behaviours towards learners with intellectual disabilities

AU - Wilson, Claire

AU - Durkin, Kevin

AU - Elliott, Mark

PY - 2014/9/3

Y1 - 2014/9/3

N2 - 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.

AB - 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.

M3 - Poster

T2 - BPS Developmental Section Annual Conference 2014

Y2 - 3 September 2014 through 5 September 2014

ER -

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

Abstract

Conference

UN SDGs

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Cite this