Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

Natalia Triviño-Amigo, Sabina Barrios-Fernandez, Carlos Mañanas-Iglesias, Jorge Carlos-Vivas, José Carmelo Adsuar, Ángel Acevedo-Duque and Jorge Rojo-Ramos
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Natalia Triviño-Amigo: Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
Sabina Barrios-Fernandez: Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
Carlos Mañanas-Iglesias: Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
Jorge Carlos-Vivas: Promoting a Healthy Society Research Group (PheSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
José Carmelo Adsuar: Promoting a Healthy Society Research Group (PheSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain
Ángel Acevedo-Duque: Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile
Jorge Rojo-Ramos: Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain

IJERPH, 2022, vol. 19, issue 6, 1-9

Abstract: Inclusive education is a right for every student, being one of the current challenges with which the education system is struggling. The teacher’s role in this process is essential in building an inclusive and transformative school. This study aims to measure Spanish secondary school teachers’ perceptions of their preparation to address inclusive education, exploring whether there are differences concerning their gender. A total of 420 Spanish secondary school teachers responded to three dichotomous questions about their initial and ongoing preparation using the Evaluation of Teacher Education for Inclusion Questionnaire (CEFI-R). The results suggest that there are no significant differences between men and women regarding their perceived readiness to deal with diversity. However, women seem to be more confident in their competence, as they show less need for preparation in addressing the diversity of needs in their students with disabilities, and in promoting inclusive education.

Keywords: inclusive education; special needs; disability; teacher preparation; gender; perceptions (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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