Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example teacher education. This paper reports results from a comparative study of in-service teachers’ attitudes and self-efficacy implementing practices South Africa Finland its implications education these countries. A sample 319 African 822 Finnish primary secondary teachers completed...

Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on causal relationship between efficacy is still rare inconclusive. Therefore, present study focused identifying interdependent teachers' their using a cross-lagged panel design path analysis. A total 1326 teachers from Finish schools participated in electronic survey. Teachers' were five times (attitudes concerns subscale) three...

The aim of this study was to analyse and compare teachers' attitudes towards inclusive education in two culturally different countries: Finland Japan. A sample 362 Finnish 1518 Japanese teachers participated survey. varied were rather critical. more worried about efficacy when implementing inclusion, particularly teaching students with intellectual disabilities or emotional behavioural problems. had a positive view on the benefits inclusion for disabled non-disabled students. Because schools...

Positive student–teacher relationships are related to students' academic achievement and behavioural emotional adjustment. How a student's strengths associated with these how the influence performance remains unknown. We examined this framework using cross-lagged panel model group of Finnish students their parents from Grade 5 7. The results revealed that rated stable over 1-year (r = .78) 2-year .71) period perceptions demonstrated greater change time (r's .54, .35). Behavioural positive...

This paper reports on the findings of an international comparative research project where roles teachers in implementation inclusive education mainstream-classroom settings South Africa and Finland were investigated. Inclusive within this is broadly defined as welcoming all students to general-education schools classrooms not segregating basis ability or other individual sociocultural characteristics. In a qualitative analysis Finnish African teachers' day-to-day teaching learning support...

This meta-study aims to examine the size of relationship between teachers' self-efficacy and attitudes toward inclusive education K-12 students with special educational needs identify potential moderators (publication, sample, research procedure characteristics). We synthesized conducted from 1994 2018, 41 studies were included. Bare-bones meta-analysis random effect model revealed a sample weighted correlation coefficient as r¯ = 0.35 (CI 0.31-0.39). The between-study variations not...

This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 teachers studying a teacher programme one university Finland. The relationships between practices, perceived resilience, background variables examined using structural equation modelling. results confirmed three-factor structure for practices among the teachers. In addition, was strongest variable that related findings would be...

Using a sample of 384 Finnish teachers, in this study we explored how teachers' attitudes towards inclusive education, self-efficacy, and collective efficacy behaviour management affect their behaviours teaching appropriate to students, attitudes, mediate the effect background variables on teacher behaviour. The results revealed that self-efficacy significantly predicted number students with attention or behavioural problems has an indirect negative behaviour, mediated by self-efficacy.

This study examines the relationship between social competence and psychological well-being of adolescents. The role academic learning disabilities with was also studied. sample (n = 412; 207 girls 205 boys), one complete age group (mean 15.5 years), followed from last year comprehensive school to their first, second third secondary education in a Finnish city. Psychological is related increased cooperation skills decreased levels impulsivity disruptiveness. Furthermore, predict well-being,...

In this longitudinal study, we investigated the role of word reading and mathematical difficulties measured in 9th grade as factors for receiving educational support learning upper secondary education Grades 10 to 12 (from ages 16 19) furthermore predictors dropout from within 5 years after compulsory education. addition, studied school achievement 9 11 prediction. The participants study were members one age group 16-year-old ninth graders ( N = 595, females 302, males 293) a midsized...

Complex cultural and historical forces are often neglected when the development of inclusive education in international comparative research projects discussed. The purpose this study was to analyse teachers’ attitudes towards by examining ways which cultural-historical factors South Africa Finland may impact on attitudes. Data collection methods included analysis policy documents other relevant countries, an open-ended question own definition results initial concerns about education. A...

This study investigated whether mathematical and reading difficulties self-reported learning problems predicted school achievement in the ninth grade, at age of 16, how these further explained transition either to upper secondary academic education or vocational education. The sample present comprised one group ninth-grade adolescents (n = 592; 300 girls, 292 boys) a middle-sized Finnish city. These students completed tests mathematics, comprehension decoding. Participants were also asked...

Disruptive behaviour in classrooms is a significant challenge for learning schools and risk factor students’ academic achievement source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring adherence to them behaviour‐specific praise are effective practices reduce disruptive behaviour. Although problems common middle schools, most the interventions have been developed studied elementary schools. This randomised study evaluated effects...

Disruptive behaviours in classrooms pose a significant challenge for learning schools and are, at the same time, risk factor students' academic achievement major source work-related stress among teachers. Earlier research suggests that clarifying classroom rules behavioural expectations, monitoring adherence to them using behaviour-specific praise are simple effective practices reduce disruptive behaviour. Most of interventions have been developed elementary schools, although behaviour...

Policy and practice in relation to meeting the diverse needs of all children, including those with special educational (SEN) disabilities, is a state change UK. As result, there growing interest understanding need focus on factors which impact teachers' levels self-efficacy learners SEN, implications this for further development training. The research reported paper gathered data from teachers at unique time transition policy England. Through quantitative analysis questionnaire completed by...