Indagine sulle percezioni del livello di efficacia dei docenti e sui loro atteggiamenti nei confronti dell’inclusione
Paola Aiello, Umesh Sharma, Dimiter Dimitrov, Diana Carmela Di Gennaro, Erika Marie Pace, Iolanda Zollo, Maurizio Sibilio
Recent developments in educational policies and practices on an international level have raised the need for initial and in-service teacher education that focuses on the fundamental competencies for the promotion of inclusive practices.
A plethora of literature, from the field of education, humanities and social sciences in Italy and worldwide, has focused its attention on a number of factors which may determine the adoption of sustainable and high-quality inclusive education. Among these are three highly-correlated factors: 1. the construct of teacher efficacy, determined by intrinsic and extrinsic factors within a specific cultural context; 2. the concept of habitus, which takes the process of enculturation into consideration; and 3. teachers’ attitudes towards inclusion, influenced by beliefs, opinions and concerns. On the basis of this theoretical framework, the study aimed at exploring the level of teacher efficacy to implement inclusive practices in relation to the sentiments, attitudes and concerns towards inclusion of a convenience sample of general education, subject and learning support teachers employed in four provinces in the region of Campania. The results obtained show a positive correlation between onès level of teacher efficacy and attitudes towards inclusion, although this does not reduce the concerns regarding the effective implementation of inclusive practices.
