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      Profiles of attitudes toward inclusive education among Chinese in-service teachers: their relationships with demographic factors and organizational commitment

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          Abstract

          Introduction

          The increased diversity of students (e.g., students with special educational needs) has presented teachers with unprecedented challenges. Teachers’ attitudes toward inclusive education play a crucial role in teachers’ organizational well-being. However, existing studies mostly explored attitudes toward inclusive education based on a variable-centered approach. This study used a person-centered approach to identify teachers’ attitude profile membership and explored the relationships of attitude profiles with demographic factors (i.e., gender, years of teaching experience, subject taught, and in-service training) and organizational commitment.

          Methods

          Nine hundred and seventy-two in-service teachers from forty-nine inclusive education schools in Beijing responded to the Revised Multidimensional Attitudes toward Inclusive Education Scale and the Organizational Commitment Inventory. Latent profile analyses, multinomial logistic regression, and univariate analysis of variance were used to analyze data.

          Results and discussion

          The results revealed four attitude profiles: involuntary participation, behavior avoidance, neutral, and proactive involvement. Years of teaching experience and in-service training were significant predictors of teachers’ latent profile membership. Teachers belonging to the involuntary participation profile showed the highest levels of maladaptive commitments to inclusive education schools. Teachers belonging to the proactive involvement and the behavior avoidance profiles showed higher levels of adaptive commitments. However, teachers belonging to the neutral profile had the lowest levels of adaptive commitments. The theoretical contributions, practical implications, and limitations are discussed.

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          Most cited references54

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                Author and article information

                Contributors
                Yuhao Deng: Role: Role: Role: Role:
                Wei Yuan: URI : https://loop.frontiersin.org/people/1975818/overviewRole: Role: Role:
                Li-fang Zhang: URI : https://loop.frontiersin.org/people/1163260/overviewRole: Role: Role:
                Zhengli Xie: URI : https://loop.frontiersin.org/people/1993692/overviewRole: Role: Role: Role: Role:
                Journal
                Journal ID (nlm-ta): Front Psychol
                Journal ID (iso-abbrev): Front Psychol
                Journal ID (publisher-id): Front. Psychol.
                Title: Frontiers in Psychology
                Publisher: Frontiers Media S.A.
                ISSN (Electronic): 1664-1078
                Publication date (Electronic): 15 May 2024
                Publication date Collection: 2024
                Volume: 15
                Electronic Location Identifier: 1391862
                Affiliations
                [1] 1Institute of Education, University College London , London, United Kingdom
                [2] 2School of Education, Central China Normal University , Wuhan, China
                [3] 3Faculty of Education, The University of Hong Kong , Hong Kong, China
                [4] 4Faculty of Humanities, The Hong Kong Polytechnic University , Hong Kong, China
                Author notes

                Edited by: Enkeleint A. Mechili, University of Vlorë, Albania

                Reviewed by: Saïd Boujraf, University Sidi Mohamed ben Abdellah, Morocco

                Krystyna Kowalczuk, Medical University of Bialystok, Poland

                *Correspondence: Zhengli Xie, zlxie@ 123456connect.hku.hk
                Article
                DOI: 10.3389/fpsyg.2024.1391862
                PMC ID: 11133663
                PubMed ID: 38813566
                SO-VID: d379c0f2-52fa-4dc1-b63e-d1b20b43f924
                Copyright © Copyright © 2024 Deng, Yuan, Zhang and Xie.
                License:

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                Date received : 26 February 2024
                Date accepted : 26 April 2024
                Page count
                Figures: 1, Tables: 5, Equations: 0, References: 45, Pages: 10, Words: 7844
                Funding
                The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. This research is supported by a grant from Education General Project of the National Social Science Fund of Peoples’ Republic of China (Grant No. BHA230160).
                Categories
                Subject: Psychology
                Subject: Original Research
                Custom metadata
                section-at-acceptance Educational Psychology

                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: attitudes toward inclusive education,organizational commitment,chinese in-service teachers,latent profile analysis,special educational needs
                Data availability:
                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: attitudes toward inclusive education, organizational commitment, chinese in-service teachers, latent profile analysis, special educational needs

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