Skip to main content
SpringerLink
Log in

Inclusion, Classroom Management and Teacher Self-Efficacy in an Australian Context

  • Chapter
Asia-Pacific Perspectives on Teacher Self-Efficacy

Abstract

Accepting, celebrating and accommodating students with diverse educational needs within an inclusive framework is at the heart of current Australian educational policy. In order to embrace diversity and inclusivity, teachers need to have the belief in their own capability to teach inclusively. This chapter will focus on general issues associated with inclusive education, with a particular focus on early career teachers and their (in)ability to effectively manage classrooms, including student behaviour. The importance of teacher self-efficacy will be highlighted alongside previously unpublished data on teacher self-efficacy in relation to classroom management. Implications for practice will conclude this chapter.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Allinder, R. (1995). An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement. Remedial and Special Education, 16(4), 247–254.

    Article  Google Scholar 

  • Arthaud, T., Aram, R., Breck, S., Doelling, J., & Bushrow, K. (2007). Developing collaboration skills in pre-service teachers: A partnership between general and special education. Teacher Education and Special Education, 30(1), 1–12.

    Article  Google Scholar 

  • Atici, M. (2007). A small-scale study on student teachers’ perceptions of classroom management and methods for dealing with misbehaviour. Emotional & Behavioural Difficulties, 12(1), 15–27.

    Article  Google Scholar 

  • Australian Education Union. (2008). New educators survey 2008. Results and report. Southbank Vic: AEU.

    Google Scholar 

  • Australian Institute for Teaching and School Leadership. (2013). Australian professional standards for teachers. Retrieved November 6, 2015, from http://www.aitsl.edu.au/australian-professionalstandards-for-teachers

  • Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147.

    Article  Google Scholar 

  • Bambara, L., & Kern, L. (2005). Individualized supports for students with problem behaviours. New York, NY: Guilford Press.

    Google Scholar 

  • Bandura, A. (1977). Self-efficacy: Towards a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

    Article  Google Scholar 

  • Bartak, L., & Fry, J. (2004). Are students with special needs in mainstream classes adequately supported? Australian Journal of Learning Disabilities, 9(1), 16–21.

    Article  Google Scholar 

  • Bromfield, C. (2006). PGCE secondary trainee teachers and effective behaviour management: An evaluation and commentary. Support for Learning, 21(4), 188–193.

    Article  Google Scholar 

  • Cagle, K., & Hopkins, P. (2009). Teacher self-efficacy and the supervision of marginal teachers. Journal of Cross-Disciplinary Perspectives in Education, 2(1), 25–31.

    Google Scholar 

  • Cakiroglu, J., Cakiroglu, E., & Boone, W. (2005). Pre-service teacher self-efficacy beliefs regarding science teaching: A comparison of pre-service teachers in Turkey and the USA. Science Educator, 14(1), 31–40.

    Google Scholar 

  • Chacon, C. T. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela. Teaching and Teacher Education, 21, 257−272.

    Article  Google Scholar 

  • Corkett, J., Hatt, B., & Benevides, T. (2011). Student and teacher self-efficacy and the connection to reading and writing. Canadian Journal of Education, 34(1), 65–98.

    Google Scholar 

  • Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation in teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286–302.

    Article  Google Scholar 

  • Department of Education Science and Training. (2002). An ethic of care: Effective programmes for beginning teachers. Canberra: Department of Education Science and Training.

    Google Scholar 

  • Durgunoglu, Y., & Hughes, T. (2010). How prepared are the U.S. pre-service teachers to teach English language learners? International Journal of Teaching and Learning in Higher Education, 22(1), 32–41.

    Google Scholar 

  • Elliott, E., Isaacs, M., & Chugani, C. (2010). Promoting self-efficacy in early career teachers: A principal’s guide for differentiated mentoring and supervision. Florida Journal of Educational Administration & Policy, 4(1), 131–146.

    Google Scholar 

  • Eraclides, G. (2001, March 28–30). Teachers’ needs in supporting students with a disability in the classroom: A research report. Proceedings of the Australian Vocational Education and Training Research Association Conference, Adelaide, Australia. (ERIC Document number ED456273.)

    Google Scholar 

  • Evertson, C., & Weinstein, C. (2006). Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17–32.

    Article  Google Scholar 

  • Fritz, J., Miller-Heyl, J., Kreutzer, J., & MacPhee, D. (1995). Fostering personal teaching efficacy through staff development and classroom activities. Journal of Educational Research, 88, 200–208.

    Article  Google Scholar 

  • Gibbs, C. (2003). Explaining effective teaching: self-efficacy and thought control of action. Journal of Educational Enquiry, 4(2), 1–14.

    Google Scholar 

  • Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.

    Article  Google Scholar 

  • Grima-Farrell, C., Bain, A., & McDonagh, S. (2011). Bridging the research-to-practice gap: A review of the literature focusing on inclusive education. Australasian Journal of Special Education, 35(2), 117–136.

    Article  Google Scholar 

  • Guo, Y., Justice, I., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27, 961–968.

    Article  Google Scholar 

  • Hardy, I., & Woodcock, S. (2015). Inclusive education policies: Discourses of difference, diversity and deficit. The International Journal of Inclusive Education, 19(2), 141–164.

    Article  Google Scholar 

  • Hastings, P. (2012). Early career teachers’ self-efficacy for balanced reading instruction. Australian Journal of Teacher Education, 37(6), 54–72.

    Article  Google Scholar 

  • Hastings, R., & Bham, M. (2003). The relationship between student behaviour patterns and teacher burnout. School Psychology International, 24, 115–127.

    Article  Google Scholar 

  • Hemmings, B., & Woodcock, S. (2011). Preservice teachers’ views of inclusive education: A content analysis. Australasian Journal of Special Education, 35(2), 103–116.

    Article  Google Scholar 

  • Ingersoll, R. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499–534.

    Article  Google Scholar 

  • Jalongo, M., & Heider, K. (2006). Editorial teacher attrition: An issue of national concern. Early Childhood Education Journal, 33(6), 379–380.

    Article  Google Scholar 

  • Kemp, H., & Reupert, A. (2012). “There’s no big book on how to care”: Primary pre-service teachers’ experiences of caring. Australian Journal of Teacher Education, 37(9), 114–127.

    Article  Google Scholar 

  • Konza, D. (2008). Inclusion of students with disabilities in new times: Responding to the challenge. In P. Kell, W. Vialle, D. Konza, & G. Vogl (Eds.), Learning and the learner: Exploring learning for new times. Wollongong, Austrialia: University of Wollongong. Retrieved November 23, 2015, from http://ro.uow.edu.au/edupapers/36/

    Google Scholar 

  • Korevaar, G. (1990). Secondary school teachers’ courses of action in relation to experience and sense of self efficacy. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.

    Google Scholar 

  • Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European Journal of Psychology of Education, 22(1), 529–545.

    Article  Google Scholar 

  • Mitchell, D. (2014). What really works in special and inclusive education: Using evidence based teaching strategies (2nd ed.). London: Routledge.

    Google Scholar 

  • National Commission on Teaching and America’s Future. (2003). No dream denied: A pledge to America’s children. Retrieved November 6, 2015, from http://nctaf.org/wp-content/uploads/no-dream-denied_summary_report.pdf

  • Northern Territory Department of Education and Training. (2009). DET philosophy of inclusion for students with a disability. Retrieved November 6, 2015, from http://www.education.nt.gov.au/__data/assets/pdf_file/0005/11678/DET_PhilosophyOfInclusion.pdf

  • Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs: An insight into the making of teachers. Australian Journal of Teacher Education, 36(12), 45–58.

    Article  Google Scholar 

  • Protheroe, N. (2008, May/June). Teacher efficacy: What is it and does it matter? Principal, 42–45. Retrieved November 23, 2015, from http://www.naesp.org/resources/1/Pdfs/Teacher_Efficacy_What_is_it_and_Does_it_Matter.pdf

  • Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26, 1261–1268.

    Article  Google Scholar 

  • Reupert, A., & Woodcock, S. (2011). Canadian and Australian pre-service teachers’ use, confidence and success in various behaviour management strategies. International Journal of Educational Research, 50, 271–281.

    Article  Google Scholar 

  • Reupert, A., Deppeler, J., & Sharma, U. (2015). Perspectives of parents of children with Autism Spectrum Disorder. Australian Journal of Special Education, 39(1), 85–96.

    Article  Google Scholar 

  • Richmond, C. (2007). Teach more, manage less: A minimalist approach to behavior management. Sydney: Scholastic Publications.

    Google Scholar 

  • Rimm-Kaufman, S., & Sawyer, B. (2004). Primary-grade teachers’ self-efficacy beliefs, attitudes towards teaching, and discipline and teaching practice priorities in relation to the “Responsive Classroom” approach. The Elementary School Journal, 104(4), 321–341.

    Article  Google Scholar 

  • Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for preservice and in-service teacher education. European Journal of Special Needs Education, 27(1), 51–68.

    Article  Google Scholar 

  • Scruggs, T., & Mastropieri, M. (1996). Teacher perceptions of mainstreaming/inclusion, 1958–1995: A research synthesis. Exceptional Children, 63(1), 59–74.

    Google Scholar 

  • Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21.

    Article  Google Scholar 

  • Simonsen, B., Fairbanks, S., Briesch, A., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31, 351–380.

    Article  Google Scholar 

  • Stoughton, E. (2007). ‘How will I get them to behave?’: Pre service teachers reflect on classroom management. Teaching and Teacher Education, 23, 1024–1037.

    Article  Google Scholar 

  • Stripling, C., Rickets, J., Roberts, T., & Harlin, J. (2008). Pre-service agricultural education teachers’ sense of teaching self efficacy. Journal of Agricultural Education, 49(4), 120–130.

    Article  Google Scholar 

  • Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956.

    Article  Google Scholar 

  • Tschannen-Moran, M., & Woolfolk Hoy, A.W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.

    Article  Google Scholar 

  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.

    Article  Google Scholar 

  • Tuchman, E., & Isaacs, J. (2011). The influence of formal and informal formative pre-service experiences on teacher self-efficacy. Educational Psychology, 31, 413–433.

    Article  Google Scholar 

  • Vaughan, M. (1995). Inclusive education in Australia: policy development and research In P. Potts, F. Amstrong, & M. Masterson (Eds.), Equality and diversity in education 2: National and international contexts (pp. 238–248). London: Routledge.

    Google Scholar 

  • Ware, H., & Kitsantas, A. (2007). Teacher and collective efficacy beliefs as predictors of professional commitment. Journal of Educational Research, 100(5), 47–48.

    Article  Google Scholar 

  • Woodcock, A., Hemmings, B., & Kay, R. (2012). Does study of an inclusive education subject influence pre-service teachers’ concerns and self- efficacy about inclusion? Australian Journal of Teacher Education, 37(6), 1–11.

    Article  Google Scholar 

  • Woodcock, S., & Emms, J. (2015). The relationship between teacher self-efficacy and attributions of the educational outcomes of students with specific learning disabilities. The International Journal of Learner Diversity and Identities, 22(3), 1–15.

    Google Scholar 

  • Woodcock, S., & Hardy, I. (in Press). Probing and problematizing professional development for inclusion: Teachers’ perceptions of inclusion. Teaching and Teacher Education.

    Google Scholar 

  • Woodcock, S., & Reupert, A. (2013). Does training matter? Comparing the behaviour management strategies of pre-service teachers in a four year program and those in a one year program. Asia-Pacific Journal of Teacher Education, 41(1), 87–101.

    Article  Google Scholar 

  • Woodcock, S., & Vialle, W. (2011). Are we exacerbating students’ learning disabilities? An investigation of preservice teachers’ attributions of the educational outcomes of students with learning disabilities. Annals of Dyslexia, 61, 223–241.

    Article  Google Scholar 

  • Zakaria, N., Reupert, A., & Sharma, U. (2013). Malaysian primary pre-service teachers’ perceptions of students’ disruptive behaviour. Asia Pacific Education Review, 14(3), 371–380.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Human Sciences, Macquarie University, Australia

    Stuart Woodcock

  2. Faculty of Education, Monash University, Australia

    Andrea Reupert

Authors
  1. Stuart Woodcock
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Andrea Reupert
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Gothenburg, Sweden

    Susanne Garvis

  2. Griffith University, Australia

    Donna Pendergast

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Woodcock, S., Reupert, A. (2016). Inclusion, Classroom Management and Teacher Self-Efficacy in an Australian Context. In: Garvis, S., Pendergast, D. (eds) Asia-Pacific Perspectives on Teacher Self-Efficacy. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-521-0_6

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-521-0_6

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-521-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation