The attitudes teachers hold towards inclusion are one of the most widely researched themes in the field of inclusive education. Contrary to most attitudinal studies which are solely focusing on examining the impact of a host of factors in the formation of teacher attitudes, the present study sought to link reported attitudes towards inclusion and teachers’ self-efficacy for inclusive practices with an actual inclusive instructional approach, that of peer tutoring. Participants were 225 Greek general teachers and 69 special education counterparts who responded to a questionnaire consisting of the Core Perspectives Scale from the MTAI scale, the TEIP scale, and other scales measuring their attitudes towards peer tutoring. Results indicated that general teachers held neutral attitudes towards inclusion while their special education counterparts held significantly more positive ones. General teachers were found to be less positive in their self-efficacy for inclusive practices than the special education counterparts with the exception of the managing behavior dimension. General teachers emphasized mainly the social gains achieved by students participating in a peer tutoring program. Moreover, they considered peer tutoring as an effective means for including students with diverse needs in their classrooms. Importantly, this study found that teachers’ attitudes towards inclusion and their self-efficacy for inclusive practices largely predict their willingness to implement a peer tutoring program in their classrooms. The paper concludes with highlighting the need to offer teachers professional development courses that positively influence their attitudes and enhance their sense of self-efficacy in implementing peer-tutoring.

中文翻译：

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教师对包容性的态度及其对包容性实践的自我效能感作为实施同伴辅导意愿的预测指标

教师对包容性的态度是包容性教育领域研究最广泛的主题之一。与大多数只关注检查一系列因素对教师态度形成的影响的态度研究相反，本研究试图将报告的包容态度和教师对包容性实践的自我效能感与实际的包容性教学方法联系起来, 同伴辅导。参与者是 225 名希腊普通教师和 69 名特殊教育同行，他们回答了由 MTAI 量表中的核心观点量表、TEIP 量表和其他衡量他们对同伴辅导的态度的量表组成的问卷。结果表明，普通教师对包容性持中立态度，而特殊教育教师则持明显更积极的态度。除了管理行为维度外，一般教师在包容性实践中的自我效能感不如特殊教育同行。一般教师主要强调学生参加同伴辅导计划所取得的社会收益。此外，他们认为同伴辅导是将具有不同需求的学生纳入课堂的有效手段。重要的是，这项研究发现教师对包容的态度和他们对包容实践的自我效能感在很大程度上预测了他们在课堂上实施同伴辅导计划的意愿。