ATTITUDES, SELF-EFFICACY, AND INTENTION TO TEACH IN INCLUSIVE CLASSROOMS OF IN-SERVICE TEACHERS IN CHILE: VALIDATING SCALES

MARTÍN, Constanza SAN; CALVO, Rubén; SHARMA, Umesh; RAMÍREZ, Chenda; MUÑOZ, Yolanda

doi:10.1590/1980-54702024v30e0101

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Research Report • Rev. bras. educ. espec. 30 • 2024 • https://doi.org/10.1590/1980-54702024v30e0101 copy

ATTITUDES, SELF-EFFICACY, AND INTENTION TO TEACH IN INCLUSIVE CLASSROOMS OF IN-SERVICE TEACHERS IN CHILE: VALIDATING SCALES

ATITUDES, AUTOEFICáCIA E INTENÇãO DE ENSINAR EM AULAS INCLUSIVAS DE PROFESSORES EM SERVIÇO NO CHILE: VALIDAÇÃO DE ESCALAS

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

The main purpose of this study was to analyse the psychometric properties of the Chilean-Spanish version of the Attitudes towards Inclusion Scale (AIS), the Intention to Teach in Inclusive Classrooms Scale (ITICS), and the Teacher Efficacy for Inclusive Practices (TEIP) scale. The secondary objective was to establish whether the intention to teach in inclusive classrooms is influenced by attitudes and self-efficacy. Participants were 569 in-service teachers. The results indicated adequate reliability scores for the three instruments. The results of the exploratory factor analysis (EFA) of the AIS confirmed the existence of two factors. The ITICS was determined to be unidimensional. The factor structure of the TEIP scale differed substantially from that of the original scale, and two factorial solutions were determined to be the best fit for Chilean teachers. Self-efficacy for inclusive practices and attitudes towards inclusion had a positive effect on intention to implement inclusive practices. The implications of the findings for teacher education programmes are discussed.

KEYWORDS:
Inclusive education; Attitudes; Teaching efficacy; Intentions; In-service teachers

Variable	Factor 1	Factor 2
I believe that all students regardless of their ability should be taught in regular classrooms.		0.8431
I believe that inclusion is beneficial to all students socially.		0.805
I believe that inclusion benefits all students academically.		0.8405
I believe that all students can learn in inclusive classrooms if their teachers are willing to adapt the curriculum.		0.7466
I am pleased that I have the opportunity to teach students with lower academic ability alongside other students in my class.	0.8088
I am excited to teach students with a range of abilities in my class.	0.8735
I am pleased that including students with a range of abilities will make me a better teacher.	0.7531
I am happy to have students who need assistance with their daily activities included in my classrooms.	0.8298

Variable	Factor 1
Change the curriculum to meet the learning needs of a student with learning difficulty enrolled in your class.	0.7534
Consult with the parents of a student who is struggling in your class.	0.7209
Consult with your colleagues to identify possible ways you can assist a struggling student in your class.	0.7681
Undertake a professional development program so you can teach students with diverse learning needs well.	0.6816
Consult with a student who is displaying challenging behaviors to find out better ways to work with him/her.	0.7798
Include students with severe disabilities in a range of social activities in your class.	0.5989
Change the assessment tasks to suit the learning profile of a student who is struggling (e.g., providing longer time to complete the task or modifying test questions).	0.8054

	Variable	Factor 1	Factor 2	Factor 3
1	I can make my expectations clear about student behavior.	0.368	0.4919
2	I am able to calm a student who is disruptive or noisy.	0.7514
3	I can make parents feel comfortable coming to school.	0.384	0.6331
4	I can assist families in helping their children do well in school.	0.4006	0.5897
5	I can accurately gauge student comprehension of what I have taught.	0.5002		0.4256
6	I can provide appropriate challenges for very capable students.		0.3153	0.5479
7	I am confident in my ability to prevent disruptive behavior in the classroom before it occurs.	0.8131
8	I can control disruptive behavior in the classroom.	0.8716
9	I am confident in my ability to get parents involved in school activities of their children with disabilities.	0.3328	0.6791
10	I am confident in designing learning tasks so that the individual needs of students with disabilities are accommodated.		0.531	0.4911
11	I am able to get children to follow classroom rules.	0.6943	0.3155
12	I am able to work jointly with other professionals and staff (e.g., aides, other teachers) to teach students with disabilities in the classroom.		0.7432
13	I can collaborate with other professionals (e.g., itinerant teachers or speech pathologists) in designing educational plans for students with disabilities.		0.7558
14	I am confident in my ability to get students to work together in pairs or in small groups.	0.3536	0.5302	0.3797
15	I can use a variety of assessment strategies (e.g., portfolio assessment, modified tests, performance-based assessment).			0.6589
16	I am confident in informing others who know little about laws and policies relating to the inclusion of students with disabilities.			0.7631
17	I am confident when dealing with students who are physically aggressive.	0.4801		0.4825
18	I am able to provide an alternate explanation or example when students are confused.	0.4386		0.4833

	Variable	Factor 1	Factor 2	Uniqueness
3	I can make parents feel comfortable coming to school.		0.6079	0.4645
4	I can assist families in helping their children do well in school.		0.599	0.4464
9	I am confident in my ability to get parents involved in school activities of their children with disabilities.		0.6967	0.3594
13	I can collaborate with other professionals (e.g., itinerant teachers or speech pathologists) in designing educational plans for students with disabilities.		0.8302	0.3068
12	I am able to work jointly with other professionals and staff (e.g., aides, other teachers) to teach students with disabilities in the classroom.		0.8022	0.3192
2	I am able to calm a student who is disruptive or noisy.	0.7694		0.3929
7	I am confident in my ability to prevent disruptive behavior in the classroom before it occurs.	0.8329		0.2564
8	I can control disruptive behavior in the classroom.	0.8833		0.1909
11	I am able to get children to follow classroom rules.	0.726		0.3614

	ITICS (1)	ITICS (2)	ITICS (3)
AIS	0.391^{^***}	0.297^{^***}
	(8.93)	(7.19)
TEIP		0.587^{^***}
		(7.64)
AIS 1			0.112^{^***}
			(3.43)
AIS 2			0.168^{^***}
			(4.12)
TEIP Collaboration			0.563^{^***}
			(6.55)
TEIP Behavior			0.0513
			(0.75)
Control variables
Academic degree	Yes	Yes	Yes
Years of work experience	Yes	Yes	Yes
Knows person with disability	Yes	Yes	Yes
Teacher qualification	Yes	Yes	Yes
Age	Yes	Yes	Yes
Gender	Yes	Yes	Yes
Level of knowledge of educational inclusion policies	Yes	Yes	Yes
Level of confidence to teach students with a disability	Yes	Yes	Yes
Type of school	Yes	Yes	Yes
Constant	3.544^{^***}	1.201^{^***}	1.127^{^**}
	(9.22)	(2.60)	(2.49)
Observations	567	567	567
Adjusted R²	0.263	0.371	0.387

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