Educators' attitudes toward inclusive education: a comparison of teachers' and administrators' attitudes

Abstract

This study examined the correlation between school-based administrators' attitudes toward inclusive education and the attitudes of the teachers on their staffs. A total of 514 educators from across Alberta were surveyed, and 37 of these educators participated in individual interviews. The hypothesis that a significant correlation would be found between administrators' and teachers' attitudes toward inclusion was not supported. Significant differences on attitudes toward inclusion were noted. Specifically, it was found that school-based administrators held more positive attitudes toward inclusive education than did teachers. As well, female educators, elementary educators, and educators from Inclusive school districts held generally more positive attitudes than their counterparts. Types of administrative supports identified by educators as necessary for inclusion were also investigated. Educators typically identified a need for Instrumental and Emotional supports more often than Appraisal and Informational supports. Further, educators indicated general dissatisfaction with the levels of administrative supports currently being provided.