Attitudes towards inclusive education and organizational commitment: comparing three types of teachers in Chinese inclusive education schools

Xie, Zhengli; Zhang, Li-fang

doi:10.1080/02188791.2022.2112146

Cited by 9 publications

(7 citation statements)

References 48 publications

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“…Several empirical studies have also examined IE in China, including the works of Florian and Linklater [ 18 ], Xie and Zhang [ 2 ], and Cui [ 19 ]. Florian and Linklater [ 18 ] conducted research using a mixed-method approach, investigating data on a new teacher training course designed to provide IE training to mainstream classroom teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

“…They presented the results of a new initial teacher education course that is based on the notion that, when students encounter challenges, it is more effective to leverage teachers’ knowledge and skills rather than solely considering their qualifications to teach in inclusive classrooms. Xie and Zhang [ 2 ] employed a questionnaire survey method involving 300 teachers from primary schools in Beijing. The research revealed that teachers involved in IE demonstrated greater support and commitment to its implementation in schools.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Inclusive education (IE) is an education model that focuses on equity, access, opportunity, and rights [ 1 ]. It has brought significant changes to mainstream schools [ 2 ], one of which is the increase in teacher diversity, as students with special educational needs are educated in regular classrooms [ 3 ]. In mainland China, IE mainly targets students with seven types of disabilities: intellectual disability, hearing impairment, visual impairment, mental disorder, speech and language impairment, physical disability, and multiple disabilities [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

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Media representations of China’s inclusive education: A corpus-assisted critical discourse analysis

Yu,

Lu,

Fung Sin

et al. 2024

PLoS ONE

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The Chinese government aspires for inclusive education to serve as an exemplary model in addressing educational inequity issues and establishing a responsible global image as a major power. Nevertheless, there has been limited focus on China’s news media coverage concerning its inclusive education initiatives aimed at international audiences. To bridge this gap, this study employed a corpus-assisted critical discourse analytic approach to examine China’s self-image in relation to its inclusive education endeavours. Seventy-three English-language news articles from the official channel were retrieved for meticulous line-by-line concordance analysis. The results indicate that out of the 520 co-occurring instances, they can be broadly categorised into four groups: efforts to develop inclusive education (65.4%); consensus on benefits of inclusive education (24.5%); challenges faced by inclusive education (4.8%); and others (5.4%). This study illuminates the effective utilisation of official media in the image construction of inclusive education in China.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Media representations of China’s inclusive education: A corpus-assisted critical discourse analysis

Yu,

Lu,

Fung Sin

et al. 2024

PLoS ONE

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“…Stronger beliefs are those that are essential to an individual's identity (Sandholtz, 2011;Wyatt, 2018a), perhaps because they were formed through early experiences (Thomas, 2014). The more closely a given belief is functionally connected or in communication with other beliefs, the more implications, and consequences it has for other beliefs and, therefore, the more central the belief (Korkmazgil & Seferoğlu, 2021;Mellati & Khademi, 2015;Wach & Monroy, 2020;Wyatt, 2018b;Xie & Zhang, 2022). Even the most effective pedagogy may not be implemented in a classroom if instructors do not trust in its efficacy.…”

Section: Literature Reviewmentioning

confidence: 99%

The Influence of Self-Efficacy Beliefs of University English Instructors on their Pedagogy

Hasan¹

2022

IJEFL

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This research study examines teaching beliefs of English-language instructors in Japan, and how their pedagogy is influenced by those beliefs. An Interpretative Phenomenological Analysis (IPA) research design was used. Seven English-language instructors employed full-time in universities in Tokyo prefecture of Japan participated in this study. Social Cognitive Theory was used as the theoretical framework. It was observed that each instructor’s beliefs interacted in a complex manner within the higher education system in Japan, which impacted instructors’ teaching practices. This study demonstrated that language instructors’ self-efficacy (LTSE) beliefs are intrinsically related to their pedagogy. It revealed a complex relationship between what instructors think and what they may do in class. Findings of this study suggest that English Language instructors’ beliefs are key to their decision-making. In addition, the findings will provide valuable implications for ways to better understand the impact that personal beliefs of instructors have on curriculum and learning. Finally, it has implications for professional education programs for teachers and brings attention to potential research directions for scholars.

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“…Against the backdrop of school-wide inclusive education reforms in which the ways (e.g., teaching methods) and the contents (e.g., developing an individualized education plan for SEN students) of teachers’ work have been changed, teachers with an adaptive organizational commitment to their schools are vital for the success of inclusive education reform ( Xie, 2022 ). Adopting a variable-centered approach, Xie and Zhang found that teachers’ ATIE statistically contributed to organizational commitment ( Xie and Zhang, 2022 ). However, little is known about the relationships between different teachers’ ATIE profiles and organizational commitment.…”

Section: Introductionmentioning

confidence: 99%

Profiles of attitudes toward inclusive education among Chinese in-service teachers: their relationships with demographic factors and organizational commitment

Deng,

Yuan,

Zhang

et al. 2024

Front. Psychol.

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IntroductionThe increased diversity of students (e.g., students with special educational needs) has presented teachers with unprecedented challenges. Teachers’ attitudes toward inclusive education play a crucial role in teachers’ organizational well-being. However, existing studies mostly explored attitudes toward inclusive education based on a variable-centered approach. This study used a person-centered approach to identify teachers’ attitude profile membership and explored the relationships of attitude profiles with demographic factors (i.e., gender, years of teaching experience, subject taught, and in-service training) and organizational commitment.MethodsNine hundred and seventy-two in-service teachers from forty-nine inclusive education schools in Beijing responded to the Revised Multidimensional Attitudes toward Inclusive Education Scale and the Organizational Commitment Inventory. Latent profile analyses, multinomial logistic regression, and univariate analysis of variance were used to analyze data.Results and discussionThe results revealed four attitude profiles: involuntary participation, behavior avoidance, neutral, and proactive involvement. Years of teaching experience and in-service training were significant predictors of teachers’ latent profile membership. Teachers belonging to the involuntary participation profile showed the highest levels of maladaptive commitments to inclusive education schools. Teachers belonging to the proactive involvement and the behavior avoidance profiles showed higher levels of adaptive commitments. However, teachers belonging to the neutral profile had the lowest levels of adaptive commitments. The theoretical contributions, practical implications, and limitations are discussed.

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Attitudes towards inclusive education and organizational commitment: comparing three types of teachers in Chinese inclusive education schools

Cited by 9 publications

References 48 publications

Media representations of China’s inclusive education: A corpus-assisted critical discourse analysis

Media representations of China’s inclusive education: A corpus-assisted critical discourse analysis

The Influence of Self-Efficacy Beliefs of University English Instructors on their Pedagogy

Profiles of attitudes toward inclusive education among Chinese in-service teachers: their relationships with demographic factors and organizational commitment

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