A1 Journal article (refereed)
Teacher efficacy predicts teachers’ attitudes towards inclusion : a longitudinal cross-lagged analysis (2020)

Savolainen, H., Malinen, O.-P., & Schwab, S. (2020). Teacher efficacy predicts teachers’ attitudes towards inclusion : a longitudinal cross-lagged analysis. International Journal of Inclusive Education, Early online. https://doi.org/10.1080/13603116.2020.1752826

JYU authors or editors

Publication details

All authors or editors: Savolainen, Hannu; Malinen, Olli-Pekka; Schwab, Susanne

Journal or series: International Journal of Inclusive Education

ISSN: 1360-3116

eISSN: 1464-5173

Publication year: 2020

Volume: Early online

Publisher: Routledge

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/13603116.2020.1752826

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/68683


Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A total of 1326 teachers from Finish schools participated in an electronic survey. Teachers’ self-efficacy beliefs were assessed five times and attitudes (attitudes and concerns subscale) three times over three years. The outcomes indicated that both constructs are relatively stable over the measured period. Moreover self-efficacy had a positive effect over time on both types of attitudes but not vice versa. This cross-lagged relationship was stronger between efficacy and concerns. These results were similar between male and female respondents and between novice and expert teachers. This implies that increasing teacher efficacy for inclusive practices is likely to change their attitudes toward positive direction. Implications for developing inclusive education and teacher education are discussed.

Keywords: special education (upbringing); inclusion; teachers; attitudes; self-efficacy; longitudinal research

Free keywords: inclusive education; teacher attitudes; teacher self-efficacy; longitudinal study; cross-lagged analysis

Contributing organizations

Ministry reporting: No, publication in press

Preliminary JUFO rating: 2

Last updated on 2021-09-06 at 04:20