Haan, Tom de (2025) Exploring Dutch pre-service teachers' self-efficacy and attitudes. Master thesis, Pedagogical and Educational Sciences.
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Abstract
This study examines the self-efficacy and attitudes of Dutch pre-service primary teachers toward inclusive education, exploring their preparedness and perceptions of its feasibility. A mixed-method approach was employed, integrating both quantitative and qualitative methodologies. The TEIP scale was used to measure self-efficacy, while the MATIES assessed attitudes toward inclusion. To strengthen the findings and explore the factors influencing self-efficacy and attitudes, semi-structured interviews were conducted. Additionally, the study investigated how self-efficacy influences attitudes toward inclusion; however, no significant relationship was found. The results suggest that preservice teachers exhibit a relatively consistent and moderately high sense of self-efficacy across the three domains. Attitudes reflect optimism about inclusivity's societal benefits, such as fostering empathy and diversity, alongside concerns about systemic barriers like insufficient training and resources. Factors influencing self-efficacy include systemic barriers (e.g., lack of resources, time constraints), practical experience through internships, mentorship quality, perceived importance of inclusion, and challenges in managing classroom behavior. These factors collectively shape teachers' confidence and ability to implement inclusive practices effectively.
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Tan, R. and Field, S.M. |
| Degree programme: | Pedagogical and Educational Sciences |
| Differentiation route: | Orthopedagogiek [Master Pedagogical and Educational Sciences] |
| Date Deposited: | 25 Feb 2025 13:39 |
| Last Modified: | 25 Feb 2025 13:39 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4722 |
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