How Do Teacher Affective and Cognitive Self-Concepts Predict How Do Teacher Affective and Cognitive Self-Concepts Predict Their Willingness to Teach Challenging Students? Their Willingness to Teach Challenging Students?

Abstract

Building on and extending earlier research on student selfconcepts and studies investigating teachers working with students with social, emotional, or behavioural difficulties, disorders, or disturbance, this longitudinal study examined teacher self-concepts in relation to their willingness to teach challenging students in mainstream classrooms. In the current study, "challenging students" refer to those who may pose a challenge to the teacher, either behaviourally or academically. Statistical measures included analysis of variance, correlation analysis, path analysis, and commonality analysis. Survey data collected from 108 participants at three different time points consistently showed that affective selfconcept was a stronger predictor than cognitive self-concept of teachers' willingness to teach challenging students. This study affirms and extends self-concept research by showing that the affective dimension of teacher self-concept is a better predictor of choice indicators than the cognitive dimension. The study also highlights the importance of developing and sustaining a strong sense of professional enjoyment for teachers in facing challenging teaching environments.

What Influences Attitudes and Confidence in Teaching Physics and Technology Topics? An Investigation in Kindergarten and Primary-School Trainee Teachers

“…Both self-concept and self-efficacy are self-perceptions and are a result of individual cognitive appraisal [28]. A person's self-perceived competence and confidence may or may not correspond to the person's actual competence, but regardless, they influence "behavioural, affective, and cognitive outcomes" [29] (p. 21) [30]. Bandura [31] stated that "beliefs of personal efficacy constitute the key factor of human agency.…”

Teacher distress tolerance and willingness to teach children with special educational needs in Nigeria: Teacher job satisfaction as a mediator

“… Note : (1) is adapted from Thomas (2018) (b) is adopted from TIMSS (2015). (c) is adopted from Nwosu et al (2020) and Nwosu, Wahl, Oparaugo, et al (2021); Nwosu, Wahl, Cassim, et al (2021)) as developed by Low et al (2019) and Mahat (2008). ( α ) = Cronbach alpha.…”

“…Teacher willingness to include children with special needs questionnaire (TWICWSNQ) This is a 10-item questionnaire that measures the willing efforts and intentions of regular teachers to accept SEN. Nwosu et al (2020) and Nwosu, Wahl, Oparaugo, et al (2021); Nwosu, Wahl, Cassim, et al (2021) reported that this questionnaire is a combination of the 'Teacher Willingness to Teach Challenging Children Questionnaire (TWTCCQ)' developed by Low et al (2019) and the 'Teachers' Multidimensional Attitude towards Inclusive Education Scale (TMATIES)' developed by Mahat (2008). They reported that the essence of this merger is the understanding that teaching SEN also demands provision of emotional support to these students.…”

“…We operationalize it as reflected in teachers' gracious acceptance of children with SENs in such a way that they are ready to conscientiously modify their teaching and provide emotional supports that favour all the learners in their classes (Nwosu, Wahl, Cassim, et al, 2021; Nwosu, Wahl, Oparaugo, et al, 2021). Researchers have in recent times engaged in understanding factors that may impact on the willingness to teach SEN (Gilor & Katz, 2018a, 2018b; Low et al, 2019; Nwosu et al, 2020; Nwosu, Wahl, Cassim, et al, 2021; Nwosu, Wahl, Oparaugo, et al, 2021).…”

“…Moreover, fundamental to effective inclusion of these students in regular schools is the willingness of teachers to include them in regular classes (Gilor & Katz, 2018b). Hence, researchers are increasingly investigating factors that predict regular teachers' willingness to accept children with special needs (Gilor & Katz, 2018b; Low et al, 2019; Nwosu et al, 2020; Nwosu, Wahl, Cassim, et al, 2021; Nwosu, Wahl, Oparaugo, et al, 2021). The increasing interest in this field of study is, on the one hand, prompted by the additional workload the uniqueness of SEN could present to regular teachers, which could impact teacher well‐being (Kebbi & Al‐Hroub, 2018; Low et al, 2019) and on the other hand, the reports that these students are sometimes rejected by the regular teachers (Offor & Akinlosotu, 2017), which undermines the efforts for social justice.…”