Year: 2015
Type: dissertation
Study design: Observational Study
Abstract: The primary purpose of this study was to examine the relationship between multicultural teaching competence (MTC) and teachers' attitudes toward inclusion. Specifically, this study tested whether MTC has an influence on teachers' attitudes toward inclusion over and beyond the influence of teachers' sense of efficacy (TSES). Further, the study explored two possible ways in which MTC and TSES, in tandem, affect teachers' attitudes toward inclusion. First, I tested the potential role of TSES as a moderator of the relationship between MTC and teachers' attitudes toward inclusion to examine whether TSES would strengthen the degree of association between the two variables. Second, I tested whether TSES would affect teachers' attitudes toward inclusion through the mediation effect of MTC.
Author: Munsell, Sonya Erin
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
Funder: Oklahoma State University
OpenAlex ID: W2755346083