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A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms: does the context matter?

Caroline Sahli Lozanoa Pädagogische Hochschule Bern, Institut für Forschung, Entwicklung und Evaluation, Bern, SwitzerlandCorrespondence[email protected]

https://orcid.org/0000-0002-3957-8745 View further author information

Umesh Sharmab Faculty of Education, Monash University, Melbourne, Australia

https://orcid.org/0000-0002-5198-9379 View further author information

Sergej Wüthricha Pädagogische Hochschule Bern, Institut für Forschung, Entwicklung und Evaluation, Bern, Switzerland

https://orcid.org/0000-0002-3301-8587 View further author information

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Minghui Lu, Tianyu Peng, Feifan Pang, Lijia Liu & Yingyan Tan. Social dominance orientation hinders pre-service teachers’ inclusive teaching intentions: the chain-mediating effect of intergroup anxiety and inclusive attitudes. International Journal of Developmental Disabilities 0:0, pages 1-13.
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Anne Shaw. Inclusion of higher education disabled students: a Q-methodology study of lecturers’ attitudes. Teaching in Higher Education 0:0, pages 1-22.
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Articles from other publishers (7)

Wendi Beamish, Stephen Hay & Mantak Yuen. (2024) Moving inclusion forward for students with special educational needs in the Asia-Pacific region. Frontiers in Education 9.
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Di Wu. (2024) Explaining Pre-Service Early Childhood Teachers’ Intention of Implementing Museum Visits: An Extension of the Theory of Planned Behavior. Sage Open 14:1.
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Tiantian Wang & Guoxiu Tian. (2023) Linking Distributed Leadership with Differentiated Instruction in Inclusive Schools: The Mediating Roles of Teacher Leadership and Professional Competence. Behavioral Sciences 13:12, pages 990.
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Maria de los Angeles Rodriguez Paez, Carlos Saul Juárez Lugo, Gabriela Rodríguez Hernández, Andrea Jacobo Mata & Virginia Flórez Pérez. (2023) Actitudes de los docentes de educación básica hacia la educación inclusiva: una revisión sistemática. EDUCATECONCIENCIA 31:41, pages 112-147.
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Peng Chian Tan & Kenneth Poon. (2023) Perceived school support as a predictor of Singapore preschool teachers' inclusion of children with developmental needs. Journal of Research in Special Educational Needs 23:3, pages 213-227.
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Mickaël Jury, Aurélie Laurence, Sylvie Cèbe & Caroline Desombre. (2023) Teachers’ concerns about inclusive education and the links with teachers’ attitudes. Frontiers in Education 7.
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Pearl Subban, Stuart Woodcock, Umesh Sharma & Fiona May. (2022) Student experiences of inclusive education in secondary schools: A systematic review of the literature. Teaching and Teacher Education 119, pages 103853.
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A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms: does the context matter?

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A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms: does the context matter?

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