Attitudes towards inclusive education and organizational commitment: comparing three types of teachers in Chinese inclusive education schools

References

• Ahmmed, M., Sharma, U., & Deppeler, J. (2012). Variables affecting teachers’ attitudes towards inclusive education in Bangladesh. Journal of Research in Special Educational Needs, 12(3), 132–140. https://doi.org/10.1111/j.1471-3802.2011.01226.x
   Google Scholar
• Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
   Web of Science ®Google Scholar
• Ali, H.M., & Yangaiya, S.A. (2015). Investigating the influence of distributed leadership on school effectiveness: A mediating role of teachers’ commitment. Journal of Educational and Social Research, 5(1 S1), 163–174. https://doi.org/10.5901/jesr.2015.v5n1s1p163
   Google Scholar
• Altun, M. (2017). The effects of teacher commitment on student achievement. International Journal of Social Sciences & Educational Studies, 3(3), 51–54. https://doi.org/10.23918/ijsses.v3i3p51
   Google Scholar
• Amos, E.A., & Weathington, B.L. (2008). An analysis of the relation between employee-organization value congruence and employee attitudes. The Journal of Psychology, 142(6), 615–632. https://doi.org/10.3200/JRLP.142.6.615-632
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.
   PubMed Web of Science ®Google Scholar
• Batugal, M.L.C., & Tindowen, D.J.C. (2019). Influence of organizational culture on teachers’ organizational commitment and job satisfaction: The case of catholic higher education institutions in the Philippines. Universal Journal of Educational Research, 7(11), 2432–2443. https://doi.org/10.13189/ujer.2019.071121
   Google Scholar
• Byrne, B.M. (2013). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Psychology Press.
   Google Scholar
• Çakmak-Otluoğlu, K.Ö. (2012). Protean and boundaryless career attitudes and organizational commitment: The effects of perceived supervisor support. Journal of Vocational Behavior, 80(3), 638–646.
   Web of Science ®Google Scholar
• Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155
   PubMed Web of Science ®Google Scholar
• Coutsocostas, G.G., & Alborz, A. (2010). Greek mainstream secondary school teachers’ perceptions of inclusive education and of having pupils with complex learning disabilities in the classroom/school. European Journal of Special Needs Education, 25(2), 149–164. https://doi.org/10.1080/08856251003658686
   Google Scholar
• De Boer, A., Pijl, S.J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353.
   Web of Science ®Google Scholar
• Dobson, G.J., & Douglas, G. (2020). Who would do that role? Understanding why teachers become SENCos through an ecological systems theory. Educational Review, 72(3), 298–318.
   Web of Science ®Google Scholar
• Dragova-Koleva, S.A. (2018). Entitlement attitude in the workplace and its relationship to job satisfaction and organizational commitment. Current Issues in Personality Psychology, 6(1), 34–46.
   Web of Science ®Google Scholar
• Eagly, A.H., & Chaiken, S. (1993). The psychology of attitudes. Texas: Harcourt Brace Jovanovich College Publishers.
   Google Scholar
• Feng, Y., & Zhu, N. (2018). Inclusive education-related resource teachers’ professional development: The current situation and suggestions. Chinese Journal of Special Education, 2, 45–51.
   Google Scholar
• Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The sentiments, attitudes, and concerns about inclusive education revised (SACIE-R) scale for measuring pre-service teachers’ perceptions about inclusion. Exceptionality Education International, 21(3), 50–65.
   Google Scholar
• Gavish, B. (2017). Four profiles of inclusive supportive teachers: Perceptions of their status and role in implementing inclusion of students with special needs in general classrooms. Teaching and Teacher Education, 61, 37–46.
   Web of Science ®Google Scholar
• Göransson, K., Lindqvist, G., Möllås, G., Almqvist, L., & Nilholm, C. (2017). Ideas about occupational roles and inclusive practices among special needs educators and support teachers in Sweden. Educational Review, 69(4), 490–505.
   Web of Science ®Google Scholar
• Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
   Web of Science ®Google Scholar
• Jing, L., & Zhang, D. (2014). The mediation of performance in the relationship of organizational commitment to university faculty’s effectiveness. Asia Pacific Education Review, 15(1), 141–153.
   Web of Science ®Google Scholar
• Khochen, M., & Radford, J. (2012). Attitudes of teachers and headteachers towards inclusion in Lebanon. International Journal of Inclusive Education, 16(2), 139–153.
   Web of Science ®Google Scholar
• Klang, N., Gustafson, K., Möllås, G., Nilholm, C., & Göransson, K. (2017). Enacting the role of special needs educator–six Swedish case studies. European Journal of Special Needs Education, 32(3), 391–405. https://doi.org/10.1080/08856257.2016.1240343
   Web of Science ®Google Scholar
• Kurniawati, F., Minnaert, A., Mangunsong, F., & Ahmed, W. (2012). Empirical study on primary school teachers’ attitudes towards inclusive education in Jakarta, Indonesia. Procedia-Social and Behavioral Sciences, 69, 1430–1436.
   Google Scholar
• Ling, W., Fang, L., & Zhang, Z. (2002). Research on Chinese employees’ organizational commitments. Social Sciences in China, 23(3), 59–67.
   Google Scholar
• MacFarlane, K., & Woolfson, L.M. (2013). Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools: An application of the theory of planned behavior. Teaching and Teacher Education, 29, 46–52.
   Web of Science ®Google Scholar
• Madden, T.J., Ellen, P.S., & Ajzen, I. (1992). A comparison of the theory of planned behavior and the theory of reasoned action. Personality and Social Psychology Bulletin, 18(1), 3–9.
   Web of Science ®Google Scholar
• Mahat, M. (2008). The development of a psychometrically-sound instrument to measure teachers’ multidimensional attitudes toward inclusive education. International Journal of Special Education, 23(1), 82–92. http://hdl.handle.net/11343/240394
   Google Scholar
• Malinen, O.-P., Savolainen, H., & Xu, J. (2012). Beijing in-service teachers’ self-efficacy and attitudes towards inclusive education. Teaching and Teacher Education, 28(4), 526–534. https://doi.org/10.1016/j.tate.2011.12.004
   Web of Science ®Google Scholar
• McInerney, D.M., Ganotice, F.A., Jr, King, R.B., Marsh, H.W., & Morin, A.J. (2015). Exploring commitment and turnover intentions among teachers: What we can learn from Hong Kong teachers. Teaching and Teacher Education, 52, 11–23.
   Web of Science ®Google Scholar
• Meyer, J.P., & Allen, N.J. (1991). A three-component conceptualization of organizational commitment. Human Resource Management Review, 1(1), 61–89.
   Google Scholar
• Mezquita-Hoyos, Y.N., Sanchez-Monroy, M.H., Morales-Martinez, G.E., Lopez-Ramirez, E.O., & Reyna-Gonzalez, M.D.R. (2018). Regular and special education Mexican teachers’ attitudes toward school inclusion and disability. European Journal of Educational Research, 7(3), 421–430. https://doi.org/10.12973/eu-jer.7.3.421
   Google Scholar
• Nayir, F. (2012). The Relationship between perceived organizational support and teachers’ organizational commitment. Eurasian Journal of Educational Research, 48, 97–116.
   Google Scholar
• Nguni, S., Sleegers, P., & Denessen, E. (2006). Transformational and transactional leadership effects on teachers’ job satisfaction, organizational commitment, and organizational citizenship behavior in primary schools: The Tanzanian case. School Effectiveness and School Improvement, 17(2), 145–177. https://doi.org/10.1080/09243450600565746
   Web of Science ®Google Scholar
• Oswald, M., & Swart, E. (2011). Addressing South African pre-service teachers’ sentiments, attitudes and concerns regarding inclusive education. International Journal of Disability, Development and Education, 58(4), 389–403.
   Web of Science ®Google Scholar
• Poon, K.K., Ng, Z., Wong, M.E., & Kaur, S. (2014). Factors associated with staff perceptions towards inclusive education in Singapore. Asia Pacific Journal of Education, 36(sup1), 84–97. https://doi.org/10.1080/02188791.2014.922047
   Web of Science ®Google Scholar
• Romi, S., & Leyser, Y. (2006). Exploring inclusion preservice training needs: A study of variables associated with attitudes and self‐efficacy beliefs. European Journal of Special Needs Education, 21(1), 85–105. https://doi.org/10.1080/08856250500491880
   Google Scholar
• Saloviita, T. (2020). Attitudes of teachers towards inclusive education in Finland. Scandinavian Journal of Educational Research, 64(2), 270–282.
   Web of Science ®Google Scholar
• Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: Implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51–68.
   Web of Science ®Google Scholar
• Southcombe, A., Fulop, L., Carter, G., & Cavanagh, J. (2015). Building commitment: An examination of learning climate congruence and the affective commitment of academics in an Australian university. Journal of Further and Higher Education, 39(5), 733–757.
   Google Scholar
• Štemberger, T., & Kiswarday, V.R. (2018). Attitude towards inclusive education: The perspective of Slovenian preschool and primary school teachers. European Journal of Special Needs Education, 33(1), 47–58.
   Web of Science ®Google Scholar
• Tiwari, A., Das, A., & Sharma, M. (2015). Inclusive education a “rhetoric” or “reality”? Teachers’ perspectives and beliefs. Teaching and Teacher Education, 52, 128–136. https://doi.org/10.1016/j.tate.2015.09.002
   Web of Science ®Google Scholar
• Todorovic, J., Stojiljkovic, S., Ristanic, S., & Djigic, G. (2011). Attitudes towards inclusive education and dimensions of teacher’s personality. Procedia-Social and Behavioral Sciences, 29, 426–432. https://doi.org/10.1016/j.sbspro.2011.11.259
   Google Scholar
• Wang, H.K.C., & Hwang, F.C. (2009). Study on organizational culture, organizational commitment and attitude toward organizational reform—comprehensive high schools as example. The 2009 International Conference on Human Resource Development (2009 IHRD), Taipei, Taiwan, 364–370.
   Google Scholar
• Wang, H., & Wang, X. (2020). Practical exploration of resource room teachers’ qualifications in the background of inclusive education—based on the case of Haidian District, Beijing. Teaching Monthly Elementary School Edition (Comprehensive), 5, 44–46.
   Google Scholar
• Wang, H., & Xiao, H. (2017). Reflections on inclusive education: Related resource room teachers’ work and their professional training. Chinese Journal of Special Education, 6, 33–36.
   Google Scholar
• Xie, Z., Deng, M., & Zhu, Z. (2021). From regular education teachers to special educators: The role transformation of resource room teachers in Chinese inclusive education schools. International Journal of Inclusive Education, 1–18. doi:10.1080/13603116.2021.1968516
   Web of Science ®Google Scholar
• Xie, Z., Zhang, L.F., & Deng, M. (2022). Self-efficacy and work motivation among inclusive education teachers in China. International Journal of Disability, Development and Education, 1–15. doi:10.1080/1034912X.2022.2094900
   Web of Science ®Google Scholar
• Xie, Z., Zhang, L.F., Deng, M., & Wang, H. (2022). Attitudes towards inclusive education and organisational commitment among Chinese in-service teachers: A latent profile analysis [ unpublished manuscript]. Faculty of Education, The University of Hong Kong.
   Google Scholar
• Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222–229.
   Web of Science ®Google Scholar
• Yada, A., Tolvanen, A., & Savolainen, H. (2018). Teachers’ attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling. Teaching and Teacher Education, 75, 343–355. https://doi.org/10.1016/j.tate.2018.07.011
   Web of Science ®Google Scholar
• Yeo, L.S., Chong, W.H., Neihart, M.F., & Huan, V.S. (2014). Teachers’ experience with inclusive education in Singapore. Asia Pacific Journal of Education, 36(sup1), 69–83. https://doi.org/10.1080/02188791.2014.934781
   Web of Science ®Google Scholar
• Yu, L., Su, X., & Liu, C. (2011). Issues of teacher education and inclusion in China. Prospects, 41(3), 355–369.
   Google Scholar
• Yucel, I., & Bektas, C. (2012). Job satisfaction, organizational commitment and demographic characteristics among teachers in Turkey: Younger is better? Procedia-Social and Behavioral Sciences, 46, 1598–1608.
   Google Scholar
• Zhang, L.-F. (2015). Do academics’ personality traits contribute to their organizational commitment? Journal of Individual Differences, 36(1), 11–18.
   Web of Science ®Google Scholar
• Zhang, L.F. (2019). Do academics’ emotions in teaching affect their organizational commitment? Journal of Educational Psychology, 111(7), 1317–1330. https://doi.org/10.1037/edu0000344
   Web of Science ®Google Scholar
• Zhang, L.F., Evans, C., & Postiglione, G.A. (2017). Do organisational commitments matter in teaching approaches among academics in elite universities in Beijing? Educational Psychology, 37(7), 778–791. https://doi.org/10.1080/01443410.2016.1262006
   Web of Science ®Google Scholar
• Zhang, L.F., & Jing, L.Z. (2016). Organisational commitments and teaching styles among academics in mainland China. Educational Psychology, 36(3), 415–430. https://doi.org/10.1080/01443410.2014.955462
   Web of Science ®Google Scholar