Basic personality dimensions and the attitudes of primary and secondary school teachers towards inclusive education

被引：0
|
作者：
Todorovic, Jelisaveta [1 ]
Stojiljkovic, Snezana [1 ]
Djigic, Gordana [1 ]
Ristanic, Suzana
机构：
[1] Univ Nis, Fac Philol, Cirila Metodija 2, Nish 18000, Serbia
来源：
JOURNAL OF EDUCATIONAL SCIENCES & PSYCHOLOGY | 2012年 / 2卷 / 01期
关键词：
education; inclusion; attitudes; Five Factor Model; openness;
D O I：
暂无
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The research is concerned with the correlation between primary and secondary schools teachers' attitudes towards inclusive education and basic personality dimensions. The attitudes towards inclusive education include the attitudes regarding the inclusion of children with different developmental difficulties in regular schools, the attitudes regarding the responsibility of a school for quality education for all children, and teachers' self-evaluation regarding their own relevant professional and personal capacities to work with children having developmental difficulties. Teachers' personality was examined through five basic dimensions: neuroticism, extraversion, openness, agreeableness and consciousness. The results show that 80% of examinees support the inclusive education. Teachers' attitudes towards inclusive education significantly correlate with their openness. Teachers in primary schools have a more positive attitude towards inclusive education compared with secondary school teachers.
引用
收藏
页码：66 / 75
页数：10
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