Can teachers' self-reported efficacy, concerns, and attitudes toward inclusion scores predict their actual inclusive classroom practices?

This research was undertaken to determine if significant relationships exist between teachers' self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in inclusive classrooms, and their level of efficacy for teaching in inclusive classrooms. They were observed using a newly developed scale to measure their inclusive teaching practices. Each teacher was observed from 3 to 5 hours on different occasions. Data were analysed using 1-tailed Spearman correlations. Results indicated that teachers who were highly inclusive in their classroom practices tended to have significantly lower degrees of concerns and positive attitudes to inclusion. Implications of the research for policymakers, future researchers, and teacher educators are discussed.