The impact of social cognitive and personality factors on teachers' reported inclusive behaviour

Claire Wilson, Lisa Woolfson, Kevin Durkin, Mark Elliott

Research output: Contribution to journalArticle

Abstract

Background
Inclusive education of children with intellectual disabilities (ID) is intended to maximize their educational experience within the mainstream school setting. While policy mandates inclusion, it is classroom teachers' behaviours that determine its success.

Aims
This study provided a novel application of the theory of planned behaviour (TPB) in this setting. It examined the effect of TPB variables and personality on reported inclusive teaching behaviours for learners with ID.

Sample
The sample comprised 145 primary school teachers (85% female) from mainstream schools across Scotland.

Method
Participants completed a TPB questionnaire assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive norms), perceptions of control (self-efficacy and controllability), and behavioural intentions towards using inclusive strategies. The Big Five Personality Index, measuring extraversion, conscientiousness, openness, neuroticism, and agreeableness, was also completed. Teaching practices were reported 2 weeks later.

Results
Instrumental attitudes, descriptive norm, self-efficacy, and neuroticism predicted teachers’ intentions to use inclusive strategies. Further, conscientiousness had indirect effects on intentions through TPB variables. These intentions, however, did not predict reported behaviour expected by TPB. Instead, self-efficacy was the only significant predictor of reported behaviour.

Conclusions
This study demonstrates the application of TPB to an educational setting and contributes to the understanding of teachers' reported use of inclusive strategies for children with ID.
Original languageEnglish
Pages (from-to)461-480
JournalBritish Journal of Educational Psychology
Volume86
Issue number3
Early online date4 May 2016
DOIs
Publication statusPublished - May 2016
Externally publishedYes

Fingerprint

cognitive factors
personality traits
Personality
teacher
Self Efficacy
self-efficacy
Intellectual Disability
neuroticism
disability
Disabled Children
personality
Teaching
teachers' behavior
primary school teacher
educational setting
teaching practice
Scotland
school
inclusion
classroom

Cite this

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title = "The impact of social cognitive and personality factors on teachers' reported inclusive behaviour",
abstract = "BackgroundInclusive education of children with intellectual disabilities (ID) is intended to maximize their educational experience within the mainstream school setting. While policy mandates inclusion, it is classroom teachers' behaviours that determine its success.AimsThis study provided a novel application of the theory of planned behaviour (TPB) in this setting. It examined the effect of TPB variables and personality on reported inclusive teaching behaviours for learners with ID.SampleThe sample comprised 145 primary school teachers (85{\%} female) from mainstream schools across Scotland.MethodParticipants completed a TPB questionnaire assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive norms), perceptions of control (self-efficacy and controllability), and behavioural intentions towards using inclusive strategies. The Big Five Personality Index, measuring extraversion, conscientiousness, openness, neuroticism, and agreeableness, was also completed. Teaching practices were reported 2 weeks later.ResultsInstrumental attitudes, descriptive norm, self-efficacy, and neuroticism predicted teachers’ intentions to use inclusive strategies. Further, conscientiousness had indirect effects on intentions through TPB variables. These intentions, however, did not predict reported behaviour expected by TPB. Instead, self-efficacy was the only significant predictor of reported behaviour.ConclusionsThis study demonstrates the application of TPB to an educational setting and contributes to the understanding of teachers' reported use of inclusive strategies for children with ID.",
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The impact of social cognitive and personality factors on teachers' reported inclusive behaviour. / Wilson, Claire; Woolfson, Lisa; Durkin, Kevin; Elliott, Mark.

In: British Journal of Educational Psychology, Vol. 86, No. 3, 05.2016, p. 461-480.

Research output: Contribution to journalArticle

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N2 - BackgroundInclusive education of children with intellectual disabilities (ID) is intended to maximize their educational experience within the mainstream school setting. While policy mandates inclusion, it is classroom teachers' behaviours that determine its success.AimsThis study provided a novel application of the theory of planned behaviour (TPB) in this setting. It examined the effect of TPB variables and personality on reported inclusive teaching behaviours for learners with ID.SampleThe sample comprised 145 primary school teachers (85% female) from mainstream schools across Scotland.MethodParticipants completed a TPB questionnaire assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive norms), perceptions of control (self-efficacy and controllability), and behavioural intentions towards using inclusive strategies. The Big Five Personality Index, measuring extraversion, conscientiousness, openness, neuroticism, and agreeableness, was also completed. Teaching practices were reported 2 weeks later.ResultsInstrumental attitudes, descriptive norm, self-efficacy, and neuroticism predicted teachers’ intentions to use inclusive strategies. Further, conscientiousness had indirect effects on intentions through TPB variables. These intentions, however, did not predict reported behaviour expected by TPB. Instead, self-efficacy was the only significant predictor of reported behaviour.ConclusionsThis study demonstrates the application of TPB to an educational setting and contributes to the understanding of teachers' reported use of inclusive strategies for children with ID.

AB - BackgroundInclusive education of children with intellectual disabilities (ID) is intended to maximize their educational experience within the mainstream school setting. While policy mandates inclusion, it is classroom teachers' behaviours that determine its success.AimsThis study provided a novel application of the theory of planned behaviour (TPB) in this setting. It examined the effect of TPB variables and personality on reported inclusive teaching behaviours for learners with ID.SampleThe sample comprised 145 primary school teachers (85% female) from mainstream schools across Scotland.MethodParticipants completed a TPB questionnaire assessing attitudes (instrumental and affective), subjective norms (injunctive and descriptive norms), perceptions of control (self-efficacy and controllability), and behavioural intentions towards using inclusive strategies. The Big Five Personality Index, measuring extraversion, conscientiousness, openness, neuroticism, and agreeableness, was also completed. Teaching practices were reported 2 weeks later.ResultsInstrumental attitudes, descriptive norm, self-efficacy, and neuroticism predicted teachers’ intentions to use inclusive strategies. Further, conscientiousness had indirect effects on intentions through TPB variables. These intentions, however, did not predict reported behaviour expected by TPB. Instead, self-efficacy was the only significant predictor of reported behaviour.ConclusionsThis study demonstrates the application of TPB to an educational setting and contributes to the understanding of teachers' reported use of inclusive strategies for children with ID.

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