Multidimensional assessment of student teachers’ self-esteem and attitudes towards inclusive education and people with disabilities

ABSTRACT

This research aims to investigate the relationship between the self-esteem of student teachers, their attitudes towards inclusive education for children with disabilities, and the mediating factor of their attitudes towards people with disabilities. The study involved 562 student teachers from Poland. Significant correlations were found between the student teachers’ attitudes towards inclusion, self-esteem and attitudes towards people with disabilities. Higher self-esteem was associated with more positive attitudes, manifested as thoughts about people with disabilities, emotions felt towards them, and behaviours directed at them. The results show that the correlation between self-esteem and negative attitudes towards inclusion is mediated by negative attitudes towards persons with disabilities. These results correspond to findings pointing to the importance of self-esteem as a psychological resource that affects one’s interpretation of difficulties, life situations, and other people. The correlations of these three complex variables form a basis for a model of how to educate student teachers on inclusion.

KEYWORDS:

• Self-esteem
• attitudes toward disability
• school inclusion
• inclusive education
• student teacher

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Integration classes comprises no more than 20 students (there are at least 25 in regular ones), among them – up to 5 SEN students. The group has a general teacher and a supportive teacher assigned.

Additional information

Notes on contributors

Stanisława Byra

Stanisława Byra is an Associate Professor in the Institute of Pedagogy at the Faculty of Education and Psychology, at the Maria Curie-Skłodowska University, Lublin, Poland. Her research is focused on psychosocial functioning of people with physical disabilities, especially in the context educational and professional integration. She specializes in the methodological aspects of disability research.

Ewa Domagała-Zyśk

Ewa Domagała-Zyśk is an Associate Professor in the Institute of Pedagogy at the John Paul II Catholic University of Lublin, Poland. Her research is focused on students with special educational needs in the context of school inclusion and social integration. She specializes also in analyzing teacher training programs for inclusion and teaching and learning strategies, especially for students who are the deaf and hard of hearing. Her research includes also designing and adapting assessment and diagnostic tools for students with special educational needs.