Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior

By K. Macfarlane, Lisa Marks Woolfson. 2013

381 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d924dd9d15e5bd69a8173892d73b7f2105d05451

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’ (2019, methodology): “For instance, significant other’s expectations are operationalized by teachers’ perceptions of the school support (Ahmmed, Sharma and Deppeler, 2014; Malak, Sharma and Deppeler, 2018) or by their school principals’ support (MacFarlane and Woolfson, 2013).”
Teachers’ attitudes towards inclusive education: a critical review of published questionnaires (2018, background): “…about inclusive education, as well as their perceptions about their ability to control the inclusive nature of their classroom, were found to be significant predictors of their intentions to promote the full inclusion of children with SEN within their classroom (MacFarlane & Woolfson, 2013).”
School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching (2020, methodology): “This is a widely used measure of teacher self-efficacy (Klassen and Chiu 2010; MacFarlane and Woolfson 2013; Poulou 2007; Tschannen-Moran and McMaster 2009).”
Applying the theory of planned behaviour in assessments of teachers’ intentions towards practicing inclusive education: a scoping review (2020, background): “…between selfefficacy and behaviour (Wilson et al. 2016; Wilson, Woolfson, and Durkin 2019; Yan and Sin 2014), other studies reported no direct influence of teachers perceived self-efficacy and behaviour (Hellmich, Löper, and Görel 2019; MacFarlane and Woolfson 2013; Wang, Wang, and Wen 2015).”