O papel da autoeficácia e atitudes dos professores na adoção de práticas inclusivas

Abstract

Inclusion has an important role in the development and training of students, nowadays, as a basic principle in the construction of an equitable and fair education. It should be adapted to the needs, characteristics, interests and the self of each one. So, it should be required from the teachers a constant reflection and ponderation about their role as well as their educational practices. In this way, the present study has the goal to study the moderating role of self-efficacy between attitudes and inclusive practices. It is intended to develop a quantitative of cross-sectional study and it will be chosen a non probabilistic sample in which there will be teachers of the primary school until middle school. To select the data, it will be used a sociodemographic questionnaire, the self efficacy scale in the implementation of the inclusive practices, the instrument Multidimensional Attitudes Toward Inclusion and inclusive practice scale. The results show a significant relationship between teachers' self-efficacy and attitudes towards inclusive practices. Older teachers have more positive attitudes towards inclusion and show fewer collaboration strategies; when they have a higher academic degree, they show more positive attitudes and higher self-efficacy. They also show greater self efficacy in collaboration when working with special educational needs. Teachers who show higher self-efficacy, higher perceived success with students with special educational needs, and a higher level of confidence in teaching demonstrate higher self efficacy, higher inclusive cognitive and affective attitudes, lower inclusive behavioral attitudes, and use more inclusive practices.

Date of Award	24 Feb 2023
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Paulo César Dias (Supervisor)