Date of Award
Summer 8-25-2020
Document Type
Dissertation
Degree Name
Doctor of Education
Department
School of Education
First Advisor
Graciela Slesaransky-Poe, Ph.D.
Second Advisor
Ellen Skilton, Ph.D.
Third Advisor
Priscilla Jeter-Iles, Ed.D.
Abstract
Merging the two philosophies of inclusive and equitable education has significant advantages for all students in the general education classroom. Moving beyond the inclusion of students with disabilities, and focusing on all students, especially those historically marginalized or with diverse needs in today’s classrooms is crucial. This raises the importance about how teachers and school principals might further learn to better support all students in the general education classroom, and to make schools a more productive and engaging experience for all students, despite their diverse learning needs (Woodcock & Hardy, 2017). Therefore, examining teachers’ attitudes, beliefs, self-efficacy, and self-disclosed needs towards inclusive and equitable education is needed. According to Fuchs (2010), teachers’ attitudes and beliefs about inclusion influences teacher beliefs about their own ability to educate all learners. This focused small-scale qualitative study sought to examine the attitudes, beliefs, and self-efficacy of elementary teachers in a K-4 Pennsylvania diverse suburban elementary school. Specifically, the three research questions examined were: 1) What are the attitudes and beliefs of teachers towards inclusive and equitable education in a diverse suburban elementary school; 2) How does teacher efficacy affect their outcomes related to inclusive and equitable education in this school; and 3) What do elementary teachers report is needed in order to foster a more inclusive and equitable education for all of their students? Data were collected through an electronic survey, professional development efforts, classroom observations, document reviews, teacher feedback, and input from the school principal. The study revealed the attitudes, beliefs, self-efficacy, and self-disclosed needs of the teachers related to the diverse needs of their students.
Recommended Citation
Mcclellan-Kirksey, Rachel, "Attitudes, Beliefs and Self-Efficacy of Elementary Teachers Towards Inclusive and Equitable Education in a Diverse Suburban School" (2020). Graduate Theses & Dissertations. 30.
https://scholarworks.arcadia.edu/grad_etd/30