Nwosu, K.C. and Wahl, W.P. and Cassim, H. and Anierobi, E.I. and Akuneme, C.C. and Okwuduba, E.N. (2021) Teacher self-concept and its association with willingness to include children with special needs in regular classes: Teacher empathy as a mediator. Journal of Educational and Social Research, 11 (2). pp. 47-60. ISSN 2239978X, DOI https://doi.org/10.36941/jesr-2021-0029.
Full text not available from this repository.Abstract
More appealing is the inclusive education practice that recognizes diversity among children than practices that lead to inequality in education. However, there have been implementation challenges including the rejection of children with special needs (CWSNs) in regular classes by teachers. Given this, the study attempted to build an empirical model to explain associations between teacher self-belief system and socio-emotional factors and their willingness to include CWSNs in their classes. The sample size consisted of 316 teachers. Using path analysis, findings showed, among others, that the conceptual model fit the data satisfactorily, and that teacher self-concept had direct effects on teachers' willingness to include CWSNs in their regular classes. Teacher cognitive selfconcept was a better predictor and its impact was significantly mediated by teacher empathy. It was concluded that willingness for inclusion could be influenced by teacher belief system and socio-emotional characteristics. © 2021 Nwosu et.al.
| Item Type: | Article |
|---|---|
| Funders: | None |
| Uncontrolled Keywords: | Inclusion; Self-concept; Special needs; Teacher empathy |
| Subjects: | Q Science > QA Mathematics |
| Divisions: | Faculty of Science > Institute of Mathematical Sciences |
| Depositing User: | Ms Zaharah Ramly |
| Date Deposited: | 27 Dec 2023 00:16 |
| Last Modified: | 27 Dec 2023 00:16 |
| URI: | http://eprints.um.edu.my/id/eprint/35969 |
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