Inclusive Preschool Teachers: Their Attitude and Engagement toward Inclusive Education

Keywords

inclusive education; teacher’s attitudes; teacher’s engagement; preschool; special education needs

Abstract

It has been established that teachers are the most critical element of successful inclusion practices. The purpose of this study was to determine the relationship between attitudes and engagement of preschool teachers regarding inclusive practices. Two instruments were used for data collection: Multidimensional Attitudes towards Inclusive Educational Scale – Indonesian Version (MATIES-IV) adapted by [1] and Teachers' Engagement Scale (TES) adapted by [2]. 201 teachers who worked at inclusive preschool around JaBoDeTaBek Indonesia participated in the study. Data were analyzed with Confirmatory Factor Analysis (CFA). Furthermore, descriptive statistics, mean and standard deviation, t-test, ANOVA and regression analysis were conducted using a step-by-step method. The results found that there was a significant impact between conative aspects of teachers' attitude on each aspect of their engagement. All findings were discussed teachers need to be provided with functional teacher training programs that foster positive attitudes and provide them with meaningful experiences

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Download article (PDF)

TY  - CONF
AU  - Putri Eka Siagian
AU  - Farida Kurniawati
PY  - 2019/12
DA  - 2019/12
TI  - Inclusive Preschool Teachers: Their Attitude and Engagement toward Inclusive Education
BT  - Proceedings of the 3rd International Conference on Special Education (ICSE 2019)
PB  - Atlantis Press
SP  - 250
EP  - 254
SN  - 2352-5398
UR  - https://www.atlantis-press.com/article/125928839
ID  - Siagian2019/12
ER  -