Dissertation/Thesis Abstract

An Investigation of Teachers’ Attitudes, Concerns and Self-Efficacy toward Inclusive Education in STEM Classrooms
by Kumar, Shiv, Ph.D., Southern University and Agricultural and Mechanical College, 2019, 221; 27544103
Abstract (Summary)

Research in this study examined the factors that affect teachers’ attitudes, concerns, and self-efficacy toward inclusive education in the Science, Technology, Engineering, and Math (STEM) classrooms. The study was driven by the following overarching research question: Is there a significant correlation between teachers’ attitudes and teachers’ self-efficacy toward inclusive education in STEM classrooms? A sample of 198 teachers who taught at least one of the STEM subjects were selected randomly from various K-12 schools in Louisiana. A four-part survey questionnaire with reliable validity was used to collect data indicators. An ANOVA and t-test were used to analyze effect of demographic factors on teachers’ attitudes, concerns, and self-efficacy toward inclusive education. Pearson’s correlation coefficient was used while investigating correlations between attitudes of teachers and their self-efficacy toward inclusive education. The results of this research study showed that teachers reported an overall positive attitude, a little concern, and higher self-efficacy toward inclusion in STEM classrooms. There was a medium strength positive correlation between attitudes of teachers and their self-efficacy toward inclusion in STEM classrooms. The findings in this study provided a better insight of teachers’ attitudes, concerns, and self-efficacy toward inclusive education and could serve as a basis for creating a framework of trainings and professional developments for teacher support to equip teachers with strategies to make inclusive education more effective for students with disabilities in STEM classrooms.

Indexing (document details)
Advisor: Lawson, Albertha
Commitee: Mellieon-Williams, Francesca M., Singh, Ajay
School: Southern University and Agricultural and Mechanical College
Department: Science and Mathematics Education (SMED)
School Location: United States -- Louisiana
Source: DAI-A 81/6(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Mathematics education, Science education
Keywords: Inclusive education, STEM inclusion, Teacher attitudes toward inclusion, Teacher concerns, Teacher self-efficacy
Publication Number: 27544103
ISBN: 9781392376126
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