From attitudes to self-efficacy: identifying teachers profiles to understand their differentiated instructional practice
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: European Journal of Special Needs Education, 05.05.2025.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - From attitudes to self-efficacy
T2 - identifying teachers profiles to understand their differentiated instructional practice
AU - Pozas, Marcela
AU - Jordan, Gesine
AU - Letzel-Alt, Verena
N1 - Publisher Copyright: © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2025/5/5
Y1 - 2025/5/5
N2 - There is numerous empirical evidence that indicates the predictive role of teachers’ self-efficacy and attitudes towards inclusive education for their inclusive teaching practice. However, despite extensive international research, there is still a very limited number of studies that have investigated the interplay amongst such variables and their resulting impact on inclusive practice. Considering the relevance of teachers’ self-efficacy and attitudes for their inclusive teaching practice, the present study aims to explore their potential interrelations by employing latent profile analysis. Additionally, this study examines whether teachers differentiated instructional practice varies between the resulting teacher profiles. To address these research goals, the present study uses teacher data stemming from the National Educational Panel Study in Germany. The sample consisted of N = 891 in-service teachers from different school tracks. Three distinct latent profiles of teacher attitude were identified. Furthermore, these profiles predicted teachers’ differentiated instructional practice. Limitations and further lines of research are further discussed.
AB - There is numerous empirical evidence that indicates the predictive role of teachers’ self-efficacy and attitudes towards inclusive education for their inclusive teaching practice. However, despite extensive international research, there is still a very limited number of studies that have investigated the interplay amongst such variables and their resulting impact on inclusive practice. Considering the relevance of teachers’ self-efficacy and attitudes for their inclusive teaching practice, the present study aims to explore their potential interrelations by employing latent profile analysis. Additionally, this study examines whether teachers differentiated instructional practice varies between the resulting teacher profiles. To address these research goals, the present study uses teacher data stemming from the National Educational Panel Study in Germany. The sample consisted of N = 891 in-service teachers from different school tracks. Three distinct latent profiles of teacher attitude were identified. Furthermore, these profiles predicted teachers’ differentiated instructional practice. Limitations and further lines of research are further discussed.
KW - attitudes
KW - differentiated instruction
KW - in-service teachers
KW - Inclusive education
KW - self-efficacy
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=105004426582&partnerID=8YFLogxK
U2 - 10.1080/08856257.2025.2500134
DO - 10.1080/08856257.2025.2500134
M3 - Journal articles
AN - SCOPUS:105004426582
JO - European Journal of Special Needs Education
JF - European Journal of Special Needs Education
SN - 0885-6257
ER -