Special Education Teachers: The Role of Autonomous Motivation in the Relationship between Teachers’ Efficacy for Inclusive Practice and Teaching Styles

Alessia Passanisi, Caterina Buzzai and Ugo Pace ()
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Alessia Passanisi: Faculty of Human and Social Sciences, UKE-Kore University of Enna, Cittadella Universitaria, 94100 Enna, Italy
Caterina Buzzai: Faculty of Classic, Linguistic and Educational Studies, UKE-Kore University of Enna, Cittadella Universitaria, 94100 Enna, Italy
Ugo Pace: Faculty of Human and Social Sciences, UKE-Kore University of Enna, Cittadella Universitaria, 94100 Enna, Italy

IJERPH, 2022, vol. 19, issue 17, 1-10

Abstract: Research on special education teachers has increased in recent years. However, few studies have investigated factors related to teachers’ preference for a specific style in inclusive education. For this reason, the aim of this cross-sectional study is to investigate the mediating role of autonomous motivation in the relationship between teachers’ efficacy for inclusive practice (TEIP) and teaching styles (structuring, autonomous, controlling, chaotic). Four hundred and twenty-three pre-service special education teachers participated in the study. Participants were administered the following self-reports: TEIP scale, Autonomous Motivations for Teaching Scale, and the Situations-in-School questionnaire. SEM analysis confirmed the role of autonomous motivation as a mediator for TEIP on teaching styles. Moreover, the results showed a positive association between TEIP and both autonomy and structuring teaching styles. The findings of this study suggest the importance of implementing specific special-education teacher training to promote intrinsic motivation toward teaching in an inclusive context.

Keywords: self-efficacy; teaching; inclusive practices (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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