{"title":"中国发育障碍学生教师对全纳教育态度的多层次分析：学校因素很重要","authors":"Zhengli Xie, Mengting Li, Yan Wang","doi":"10.1007/s10803-024-06660-4","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>Teachers' attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers' ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals' leadership, and in-service training) on teachers' ATIE and the mediating effect of self-efficacy in the relationships.</p><p><strong>Methods: </strong>A total of 972 teachers who taught students with developmental disabilities in 49 inclusive elementary schools in Beijing, China, participated in this study. Multilevel analysis was performed to analyze the data.</p><p><strong>Results: </strong>After controlling for demographics, at the school level, administrative support (one dimension of perceived school support) positively predicted teachers' ATIE. At the individual level, teachers' ATIE were positively predicted by emotional support (one dimension of perceived school support) and in-service training, but negatively predicted by transactional leadership (one dimension of perceived principals' leadership). Self-efficacy mediated the positive effects of transformational leadership (one dimension of perceived principals' leadership), emotional support, and in-service training on ATIE.</p><p><strong>Conclusion: </strong>Administrative support, emotional support, transformational leadership, and in-service training are conducive to fostering positive ATIE among teachers of students with developmental disabilities, and the underlying mechanism is explained by the mediating role of self-efficacy.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2000,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter.\",\"authors\":\"Zhengli Xie, Mengting Li, Yan Wang\",\"doi\":\"10.1007/s10803-024-06660-4\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>Teachers' attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers' ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals' leadership, and in-service training) on teachers' ATIE and the mediating effect of self-efficacy in the relationships.</p><p><strong>Methods: </strong>A total of 972 teachers who taught students with developmental disabilities in 49 inclusive elementary schools in Beijing, China, participated in this study. Multilevel analysis was performed to analyze the data.</p><p><strong>Results: </strong>After controlling for demographics, at the school level, administrative support (one dimension of perceived school support) positively predicted teachers' ATIE. At the individual level, teachers' ATIE were positively predicted by emotional support (one dimension of perceived school support) and in-service training, but negatively predicted by transactional leadership (one dimension of perceived principals' leadership). Self-efficacy mediated the positive effects of transformational leadership (one dimension of perceived principals' leadership), emotional support, and in-service training on ATIE.</p><p><strong>Conclusion: </strong>Administrative support, emotional support, transformational leadership, and in-service training are conducive to fostering positive ATIE among teachers of students with developmental disabilities, and the underlying mechanism is explained by the mediating role of self-efficacy.</p>\",\"PeriodicalId\":15148,\"journal\":{\"name\":\"Journal of Autism and Developmental Disorders\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2024-11-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Autism and Developmental Disorders\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1007/s10803-024-06660-4\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Autism and Developmental Disorders","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1007/s10803-024-06660-4","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
A Multilevel Analysis of Attitudes towards Inclusive Education among Teachers of Students with Developmental Disabilities in China: School Factors Matter.
Purpose: Teachers' attitudes towards inclusive education (ATIE) are crucial for educating students with developmental disabilities. The school environment plays an important role in shaping teachers' ATIE. This study aimed to examine the effects of three school factors (i.e., perceived school support, perceived principals' leadership, and in-service training) on teachers' ATIE and the mediating effect of self-efficacy in the relationships.
Methods: A total of 972 teachers who taught students with developmental disabilities in 49 inclusive elementary schools in Beijing, China, participated in this study. Multilevel analysis was performed to analyze the data.
Results: After controlling for demographics, at the school level, administrative support (one dimension of perceived school support) positively predicted teachers' ATIE. At the individual level, teachers' ATIE were positively predicted by emotional support (one dimension of perceived school support) and in-service training, but negatively predicted by transactional leadership (one dimension of perceived principals' leadership). Self-efficacy mediated the positive effects of transformational leadership (one dimension of perceived principals' leadership), emotional support, and in-service training on ATIE.
Conclusion: Administrative support, emotional support, transformational leadership, and in-service training are conducive to fostering positive ATIE among teachers of students with developmental disabilities, and the underlying mechanism is explained by the mediating role of self-efficacy.
期刊介绍：
The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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