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UNIVERSITY TEACHERS ATTITUDE TOWARDS INCLUSION EFFICACY AND INTENTIONS TO TEACH IN INCLUSIVE CLASSROOMS IN HIGHER EDUCATION

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47 Pages : 365-372

http://dx.doi.org/10.31703/gssr.2019(IV-I).47      10.31703/gssr.2019(IV-I).47      Published : Mar 1

University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education

Abstract

    Major objectives of this study were to assess university teachers attitude towards inclusion, their efficacy in implementing inclusive practices and their intentions to teach in inclusive classroom and to find correlation among the aforementioned study variables. The sample comprised of 180 teachers from a multidisciplinary public sector university in Faisalabad. The instruments used for data collection were (1) SACIERto assess the university teachers sentiments, attitude and concerns about inclusive education, (2) TEIP to measure the teachers self-efficacy in implementing inclusive practices and(3) TITIC to assess the teachers intentions to teach in inclusive classroom. The results show teachers positive attitudes, self-efficacy and intentions towards inclusion. There is a moderate positive significant correlation between teachers attitude and their efficacy (r = 0.42) comparatively weak between attitude and intention (r = 0.32) and strong between efficacy and intention (r = 0.75). Findings may support understanding and implementation of inclusive education at the university level in Pakistan.

    Self-Efficacy, Inclusive Education, Intentions, Attitude

    (1) Umair Ayub
    M.Phil Scholar, Department of Education, Government College University Faisalabad, Punjab, Pakistan.
    (2) Shumaila Shahzad
    Assistant Professor, Department of Education, Government College University Faisalabad, Punjab, Pakistan.
    (3) Muhammad Shabbir Ali
    Assistant Professor, University of Education, Faisalabad Campus, Punjab, Pakistan.
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Cite this article

APA

    APA : Ayub, U., Shahzad, S., & Ali, M. S. (2019). University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education. Global Social Sciences Review, IV(I), 365-372. https://doi.org/10.31703/gssr.2019(IV-I).47

CHICAGO

    CHICAGO : Ayub, Umair, Shumaila Shahzad, and Muhammad Shabbir Ali. 2019. "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review, IV (I): 365-372 doi: 10.31703/gssr.2019(IV-I).47

HARVARD

    HARVARD : AYUB, U., SHAHZAD, S. & ALI, M. S. 2019. University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education. Global Social Sciences Review, IV, 365-372.

MHRA

    MHRA : Ayub, Umair, Shumaila Shahzad, and Muhammad Shabbir Ali. 2019. "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review, IV: 365-372

MLA

    MLA : Ayub, Umair, Shumaila Shahzad, and Muhammad Shabbir Ali. "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review, IV.I (2019): 365-372 Print.

OXFORD

    OXFORD : Ayub, Umair, Shahzad, Shumaila, and Ali, Muhammad Shabbir (2019), "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education", Global Social Sciences Review, IV (I), 365-372

TURABIAN

    TURABIAN : Ayub, Umair, Shumaila Shahzad, and Muhammad Shabbir Ali. "University Teachers Attitude Towards Inclusion, Efficacy and Intentions to Teach in Inclusive Classrooms in Higher Education." Global Social Sciences Review IV, no. I (2019): 365-372. https://doi.org/10.31703/gssr.2019(IV-I).47