Are teachers’ personal values related to their attitudes toward inclusive education? A correlational study

Inclusive education is a major challenge for educational systems. In order to better understand the background to teachers’ attitudes toward inclusive education and given that personal values underlie and support attitudes, this research seeks to investigate the link between these two constructs. We...

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Bibliographic Details
Published in:Social psychology of education 2021-08, Vol.24 (4), p.1085-1104
Main Authors: Perrin, Anne-Laure, Jury, Mickaël, Desombre, Caroline
Format: Article
Language:English
Subjects:
Academic Accommodations (Disabilities)
Analysis
Attitude Change
Attitude Measures
Attribution Theory
Correlation
Correlational studies
Education
Educational psychology
Faculty Development
Humanities and Social Sciences
Inclusion
Inclusive education
Personality and Social Psychology
Psychology
Public opinion
School Policy
Social Desirability
Sociology of Education
Students with Disabilities
Teacher Attitudes
Teachers
Values
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Summary:Inclusive education is a major challenge for educational systems. In order to better understand the background to teachers’ attitudes toward inclusive education and given that personal values underlie and support attitudes, this research seeks to investigate the link between these two constructs. We tested this relationship in two pre-registered studies in which 326 (Study 1) and 527 teachers (Study 2) completed scales on attitudes, values (Studies 1 and 2), and social desirability (Study 2). Our statistical analyses partially support our hypotheses. Thus, self-transcendence and openness to change were positively related to teachers’ attitudes toward inclusive education (Studies 1 and 2), while results regarding self-enhancement were mixed (i.e., related in Study 1 but not in Study 2). Conservation values were not related to teachers’ attitudes toward inclusive education. Although these results require further development, notably regarding causality, they provide a new framework for understanding teachers’ attitudes and open up new perspectives for training teacher in order to enhance the implementation of inclusive school policies.
ISSN:1381-2890
1573-1928
DOI:10.1007/s11218-021-09646-7