| The purpose of this study was to examine the relationship between teacher efficacy and teacher attitudes toward the inclusive classroom. Previous research has demonstrated that teacher efficacy directly impacts student performance. This study sought to examine the relationship between teacher efficacy and teacher attitudes toward classroom inclusion. The paper critically examined the impact of teacher efficacy on teacher attitudes toward inclusion. This study was based on a convenience sample that represented only a select number of teachers in a discrete geographic area, thus limiting the generalizability of the findings. Multiple regression was used to test the hypothesis that scores on the Teacher Self-Efficacy Scale predict scores on the Inclusion Climate Scale. The hypothesis that teacher efficacy can predict teacher attitudes toward inclusion was confirmed. The strongest predictor of teacher efficacy was principal leadership style. The overall school inclusion climate was also found to be related to the principal's leadership style, affecting individual teacher efficacy in instructional strategies and classroom management. Recommendations for further research and practice were given. Professional development for both teachers and administrators in inclusive educational setting may aid in the improvement of efficacy for teachers and administrators and provide for an improved school inclusion climate, with the ultimate goal of improved student outcomes for students with learning disabilities. |
