Associations between attitudes toward inclusive education and teaching for creativity for Indonesian pre-service teachers

• Published in: Thinking skills and creativity 2024-03, Vol.51, p.101469, Article 101469
• Main Authors: Soeharto, Soeharto, Subasi Singh, Seyda, Afriyanti, Fitria
• Format: Article
• Language: English
• Subjects: Attitude; Background factor; Inclusive education; Pre-service teacher; Teaching for creativity
• ISSN: 1871-1871; 1878-0423
• DOI: 10.1016/j.tsc.2024.101469

•There are no significant differences in attitudes toward inclusive education and teaching for creativity dimensions based on gender, age, and teaching experiences.•Pre-service teachers at private universities outperform their counterparts at public universities for all dimensions of teaching for creativity and attitude toward inclusive education.•The teacher self-efficacy dimension shows a positive impact in all dimensions of attitudes toward inclusive education.•At least two dimensions in teaching for creativity have a significant impact on each dimension of attitudes toward inclusive education with R2 values ranging from 0.11 to 0.24. This study investigated the relationship between pre-service teachers' attitudes toward inclusive education and teaching for creativity. The investigation was based on background factors, correlation, and regression between dimensions. The participants were 459 pre-service teachers from private and public universities across Indonesia. Data were collected using the Inclusive Education Scale and the Teaching for Creativity Scale (Indonesian version). The findings revealed no significant differences for all dimensions such as gender, age, and teaching experience. However, there were significant differences regarding university type in the dimensions of attitudes toward inclusive education and teaching for creativity, except for the rights of the child, the workload of the teacher, and student potential. Pearson correlation confirmed significant positive and negative correlations between the dimensions of attitudes toward inclusive education and teaching for creativity. The results of multiple linear regression analysis with the Stepwise method revealed that at least two dimensions of teaching for creativity had a significant impact on dimensions of teachers' attitudes toward inclusive education.