Can teacher self-efficacy act as a buffer against burnout in inclusive classrooms?

Weißenfels, Marie; Benick, Manuela; Perels, Franziska

doi:10.1016/j.ijer.2021.101794

Cited by 13 publications

(7 citation statements)

References 57 publications

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“…Such training promotes the change in attitudes and improves the perception and sensitivity toward people with disabilities. Similarly, we recommend training in inclusive educational practices and approaches such as Universal Design for Learning [12], where faculty members learn to use flexible teaching and evaluation methods and resources that enable and promote the participation of all students [23], as well as emotional intelligence [1], with the aim of establishing good relationships with the students.…”

Section: Discussionmentioning

confidence: 99%

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Inclusive Pedagogy at University: Faculty Members’ Motivations

Carballo,

Cotán

2024

Sustainability

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The presence of students with disabilities in Higher Education (HE) is increasing. However, the permanence and success of these students at university is not granted. In this study, the voices of 119 faculty members from 10 Spanish universities who had been identified by their students with disabilities as inclusive were heard. For this purpose, a qualitative methodology was chosen, using the semi-structured individual interview as the instrument for data gathering. Two interviews were conducted with each participant to analyse the main areas of inclusive pedagogy (beliefs, knowledge, designs and actions). The results show the participants’ conceptions of disability, as well as their main motivations for carrying out inclusive pedagogy, such as their professional vocation and their previous experiences with people with disabilities. The article ends with a series of conclusions that outline the profile of an inclusive faculty member. This information can help universities to improve their faculty training programs to obtain a more inclusive teaching staff, which can be translated into more sustainable and inclusive university systems.

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Section: Discussionmentioning

confidence: 99%

“…The access of students with disabilities to quality education is a basic right recognised in different regulatory documents [1]. Global policies such as the Convention on the Rights of Persons with Disabilities [2] have fought against discrimination and in favour of the inclusion of vulnerable groups in education systems.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Pedagogy at University: Faculty Members’ Motivations

Carballo,

Cotán

2024

Sustainability

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“…The job demands-resources model has been applied to teachers in general [16] and, in part, to teachers working with children with special educational needs in inclusive settings [3][4][5]. However, research on the applicability of the JDRM to pre-service teachers is currently limited.…”

Section: Theoretical and Empirical Backgroundmentioning

confidence: 99%

“…For teaching heterogeneous learning groups, situation-specific self-efficacy expectations are particularly important [47] as they enable teachers to adapt teaching practices to individual needs and the needs of all students [2,37]. Overall, studies on inclusive self-efficacy expectations point to their moderating effect among teachers in inclusive settings within a narrow understanding of inclusion [1,5]. Although there are only a few studies on the interrelationships between inclusive self-efficacy expectations and strain among elementary school student teachers, inclusive self-efficacy expectations in practicum have been related to positive strain satisfaction with career choice [36].…”

Section: Inclusive Internal Resources and Strain Of (Beginning) Teachersmentioning

confidence: 99%

“…Dealing successfully with the diverse needs of students while maintaining good health is a central demand for teachers, thus requiring resources. The study of these resources in the context of inclusive education is receiving increasing international intention [1][2][3][4][5]. Internal inclusive resources, such as inclusive teachers' self-efficacy expectations, attitudes toward inclusion and self-regulation skills, are essential for teachers' strain [1,2,6] and teachers' planned and actual behavior in inclusive settings [7][8][9].…”

Section: Introductionmentioning

confidence: 99%

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Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers

Oetjen

2023

Education Sciences

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Inclusive internal resources moderate teachers’ mental health and predict teachers’ inclusive practices. Therefore, it is important to enhance inclusive internal resources during the beginning of initial teaching experiences. Applying the job demands–resources (JD-R) theory to explain strain and the theory of planned behavior to elucidate behavior, it can be assumed that teachers’ inclusive resources lead to a reduction in negative strain, an increase in positive strain and efficient (intended) inclusive practices as occupational outcomes. However, there is a lack of scientific evidence to support this assumption among pre-service teachers. To ensure that student teachers had teaching experiences in inclusive settings, the present study was conducted after pre-service teachers’ final teaching practicum in the university phase of teacher education. A total of 294 pre-service elementary school teachers from one university in Germany participated. Structural equation models suggested that inclusive self-efficacy expectations and attitudes towards inclusion predicted students intended inclusive practices, but so did professional engagement as a positive strain. While professional engagement only correlated with inclusive self-efficacy expectations, the self-perceived stress intensity of a challenging student as negative strain negatively correlated with inclusive self-efficacy expectations and personal resistance.

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