Teachers' cognitive appraisals, emotional appraisals, and self-efficacy about inclusive education average in the mid-range of measurement scales, indicating room for growth¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across 102 studies from 40 countries, teachers' cognitive appraisals, emotional appraisals, and efficacy about inclusion fell in the mid-range of scales. → Dignath 2022

Evidence¶

Dignath 2022¶

Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers' Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09695-0

q3 · i? · quant-synthesis · r?

Meta-analysis of 102 papers (2000–2020) yielding 191 effect sizes from 40,898 teachers in 40 countries, with standardized mean scores computed for each belief component. The synthesis reports beliefs were "in the mid-range of scales, indicating room for growth."

"On average, teachers' cognitive appraisals, emotional appraisals, and efficacy about inclusion were found to be in the mid-range of scales, indicating room for growth."

Discussion¶

Related Claims¶

• Training and interventions improve teachers' cognitive appraisal (d = 0.63), emotional appraisal (d = 0.63), and self-efficacy toward inclusive practices (d = 0.93) — related
• Preservice teachers report higher self-efficacy for inclusive education than in-service teachers — a narrower finding that bears on this claim
• Teachers with special education training hold more positive views about inclusion than regular education teachers (d = 0.41) — related