Citations (45)
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Giampiero Tarantino & Ross D. Neville. (2023) Inclusion of children with disabilities and special educational needs in physical education: an exploratory study of factors associated with Irish teachers’ attitudes, self-efficacy, and school context. Irish Educational Studies 42:4, pages 487-505.
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Wangqian Fu, Xiaohan He, Ying Sun, Chonggao Wang, Jingyi Wang & Yuhan Dong. (2023) The relationship between school climate and general teachers’ attitude toward inclusion in China: the mediation effect of teachers’ efficacy. International Journal of Developmental Disabilities 69:4, pages 602-610.
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Alison Hooper, Courtney Potts & Melissa Walton. (2023) Novice early childhood teachers’ perceptions of their professional development experiences: an interpretive phenomenological approach. Journal of Early Childhood Teacher Education 44:3, pages 310-329.
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Rebecca Dean & Simon Gibbs. (2023) Teacher collective efficacy and the management of difficult behaviour: the role of student-teacher relationships. Educational Psychology in Practice 39:3, pages 273-293.
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Kristian Øen & Rune Johan Krumsvik. (2022) Teachers’ attitudes to inclusion regarding challenging behaviour. European Journal of Special Needs Education 37:3, pages 417-431.
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Mahmoud Mohamed Emam & Yasser F. Hendawy Al-Mahdy. (2022) Building School Capacity for Inclusive Education in the Sultanate of Oman: A Construct Validation of the Inclusive School Climate Scale. Leadership and Policy in Schools 21:2, pages 329-344.
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Laura Sokal & Umesh Sharma. (2022) How effective is online pre-service teacher education for inclusion when compared to face-to-face delivery?. International Journal of Inclusive Education 0:0, pages 1-15.
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Yang Cai & Wendian Shi. (2022) The influence of the community climate on users’ knowledge-sharing intention: the social cognitive theory perspective. Behaviour & Information Technology 41:2, pages 307-323.
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Natalija Lisak Šegota, I. Lessner Lištiaková, J. Stošić, J. Kossewska, J. Troshanska, A. Petkovska Nikolovska, T. Cierpiałowska & D. Preece. (2022) Teacher education and confidence regarding autism of specialist primary school teachers. European Journal of Special Needs Education 37:1, pages 14-27.
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Soo-Kyung Kim & Shu-Nu Chang Rundgren. (2021) South Korean elementary school teachers’ experiences of inclusive education concerning students with a multicultural background. International Journal of Inclusive Education 25:12, pages 1327-1341.
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Jessica Losberg & Paula Zwozdiak-Myers. (2021) Inclusive pedagogy through the lens of primary teachers and teaching assistants in England. International Journal of Inclusive Education 0:0, pages 1-21.
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Julie Lancaster & Alan Bain. (2021) Do judgements about pre-service teachers’ self-efficacy covary with their capacity to design and deliver evidence-based practice?. International Journal of Inclusive Education 25:7, pages 827-842.
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Alicia Raia-Hawrylak, Todd A. Glover & Lori A. Guerriero. (2021) Supporting Systems-Level School Climate Improvement via a Data-Driven Consultation Framework: A K-12 School–University Partnership. Journal of Educational and Psychological Consultation 31:1, pages 39-60.
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Godlove Lawrent. (2020) School infrastructure as a predictor of teacher identity construction in Tanzania: The lesson from secondary education enactment policy. African Studies 79:4, pages 409-427.
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Elke Emmers, Dieter Baeyens & Katja Petry. (2020) Attitudes and self-efficacy of teachers towards inclusion in higher education. European Journal of Special Needs Education 35:2, pages 139-153.
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Cinzia Novara, Michela Lenzi & Massimo Santinello. (2020) School climate as predictor of teachers’ capacity to meet the educational needs of adopted children in Italy. International Journal of Inclusive Education 24:3, pages 310-328.
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Claire Wilson, Lisa Marks Woolfson & Kevin Durkin. (2020) School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching. International Journal of Inclusive Education 24:2, pages 218-234.
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Articles from other publishers (28)
Alice C. Mullin, Jill D. Sharkey, Karina Aragon, Olivia Appel, Paola Portabales, Isaac Bouchard & Erika D. Felix. (2023) “It just felt like another thing to do”: Examining teacher barriers and motivators to utilizing trauma‐informed resources during COVID‐19. Psychology in the Schools.
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Enming Zhang & Yinghua Ye. (2023) Understanding how to ignite teacher enthusiasm: The role of school climate, teacher efficacy, and teacher leadership. Current Psychology.
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Szu-Yin Chu, Tzu-Hui Yang & Ying-Wen Wang. (2023) Implementing Culturally Responsive Teaching Practices in Inclusive Preschools in Taiwan. Early Childhood Education Journal.
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Daniela Cebreros Valenzuela, Juan Pablo Durand Villalobos & Angel Alberto Valdés Cuervo. (2023) Diseño y validación de una escala para medir la percepción docente sobre autoeficacia para la inclusión de estudiantes con discapacidad (PDED) en educación superior. Psicumex 13, pages 1-29.
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Enas Easa & Ron Blonder. (2023) The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms. Chemistry Teacher International 5:2, pages 125-141.
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Spyridon Tzimiris, Stefanos Nikiforos & Katia Lida Kermanidis. (2023) Post-pandemic pedagogy: Emergency remote teaching impact on students with functional diversity. Education and Information Technologies 28:8, pages 10285-10328.
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Annette‐Pascale Denfeld, Esther T. Canrinus & Inger Marie Dalehefte. (2023) Teacher identity in work with students' psychosocial environment: A systematic review of quantitative research. Psychology in the Schools.
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Lawrence Jun Zhang, Jalil Fathi & Farnoosh Mohammaddokht. (2023) Predicting Teaching Enjoyment from Teachers’ Perceived School Climate, Self-Efficacy, and Psychological Wellbeing at Work: EFL Teachers. Perceptual and Motor Skills.
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Xuan Zhou, Yolanda Padrón, Hersh C. Waxman, Eunkyeng Baek & Sandra Acosta. (2023) How Do School Climate and Professional Development in Multicultural Education Impact Job Satisfaction and Teaching Efficacy for STEM Teachers of English Learners? A Path-Analysis. International Journal of Science and Mathematics Education.
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Mingren Zhao & Rui Jin. (2023) Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data. Frontiers in Psychology 14.
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Stuart Woodcock, Kathy Gibbs, Elizabeth Hitches & Chloe Regan. (2023) Investigating Teachers’ Beliefs in Inclusive Education and Their Levels of Teacher Self-Efficacy: Are Teachers Constrained in Their Capacity to Implement Inclusive Teaching Practices?. Education Sciences 13:3, pages 280.
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Rui Xue, Hongqin Chai, Lei Yao & Wangqian Fu. (2023) The influence of school inclusive education climate on physical education teachers’ inclusive education competency: The mediating role of teachers’ agency. Frontiers in Psychology 14.
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Aruna Devi, Elizabeth Emma Palmer, Rahul Ganguly & Prabal Datta Barua. (2023) Teachers’ Educational Experiences and Preparedness in Teaching Students with Autism. The Asia-Pacific Education Researcher.
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Tiantian Wang, Meng Deng & Guoxiu Tian. (2022) More Leadership, More Efficacy for Inclusive Practices? Exploring the Relationships between Distributed Leadership, Teacher Leadership, and Self-Efficacy among Inclusive Education Teachers in China. Sustainability 14:23, pages 16168.
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Charlotte Dignath, Sara Rimm-Kaufman, Reyn van Ewijk & Mareike Kunter. (2022) Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study. Educational Psychology Review 34:4, pages 2609-2660.
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Branislav Antala, Michal Průžek & Monika Popluhárová. (2022) Self-Efficacy and Attitudes of Physical Education Teachers towards Inclusion of Pupils with Disabilities. Sustainability 14:20, pages 13292.
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Michela Ponticorvo, Franco Rubinacci, Elena Dell’Aquila & Davide Marocco. (2022) Coding and educational robotics with peers: The C0D1NC experience to foster inclusion. Frontiers in Robotics and AI 9.
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Emma Wray, Umesh Sharma & Pearl Subban. (2022) Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education 117, pages 103800.
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Rui Maio, Sofia Guichard & Joana Cadima. (2022) In what conditions are intercultural practices implemented in disadvantaged and diverse settings in Portugal? Associations with professional and organization-related variables. Social Psychology of Education 25:2-3, pages 509-534.
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Irene Gómez-Marí, Pilar Sanz-Cervera & Raúl Tárraga-Mínguez. (2022) Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review. Education Sciences 12:2, pages 138.
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振宇 李. (2022) Professional Practices Affect Teachers’ Self-Efficacy—Based on TALIS 2018 China Shanghai Teachers’ Data. Advances in Social Sciences 11:01, pages 165-174.
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Umesh Sharma, Laura Sokal, Mian Wang & Tim Loreman. (2021) Measuring the use of inclusive practices among pre-service educators: A multi-national study. Teaching and Teacher Education 107, pages 103506.
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Ameera Almessabi. (2021) Culturally Foreign Teachers’ Perceptions of School Climate and Its Relationship to Their Self-Efficacy. SAGE Open 11:3, pages 215824402110439.
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Yan Liu, Mehmet Şükrü Bellibaş & Sedat Gümüş. (2020) The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction: Mediating Roles of Supportive School Culture and Teacher Collaboration. Educational Management Administration & Leadership 49:3, pages 430-453.
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Azlin Norhaini Mansor, Mohd Zabil Ikhsan Mohamed Nasaruddin & Aida Hanim A. Hamid. (2021) The Effects of School Climate on Sixth Form Teachers’ Self-Efficacy in Malaysia. Sustainability 13:4, pages 2011.
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Yusuf F. Zakariya. (2020) Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers: a structural multigroup invariance approach. International Journal of STEM Education 7:1.
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Stuart Woodcock & Lisa Marks Woolfson. (2019) Are leaders leading the way with inclusion? Teachers’ perceptions of systemic support and barriers towards inclusion. International Journal of Educational Research 93, pages 232-242.
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Helena Grecmanová & Lucie Blaštíková. (2017) RELATIONS AMONG STUDENTS - SCHOOL CLIMATE FACTORS. Social Pathology and Prevention 3:1, pages 39-61.
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