Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Arts

Program

Education

Supervisor

Specht, Jacqueline A.

Abstract

Teachers’ beliefs regarding students with disabilities and their overall well-being are critical for successful inclusion. The current project sought to explore whether teacher beliefs predict teacher well-being and aimed to increase our understanding of how teachers’ experiences with inclusion influence well-being and teaching practices. Participants (n=67) completed a demographic questionnaire, the Beliefs about Learning and Teaching Questionnaire, and the Kessler-6 instrument. Eleven teachers participated in interviews regarding their experiences in inclusion and relevant teaching practices. Results suggest that increased professional experience predicted higher levels of distress in teachers. Additionally, thematic analysis of the interviews identified five themes regarding the current climate of teaching: (a) definition of inclusion, (b) increased demands, (c) classroom management strategies, (d) successful inclusion requires support, and (e) the impact of standardized inclusion. Such knowledge provides recommendations for teacher education programs and professional development opportunities to strengthen inclusive beliefs and promote effective wellness practices in teachers.

Summary for Lay Audience

Inclusive education is defined as all students having access to education in their local neighbourhoods with their same-aged peers. For inclusive education to be successful, it requires that teachers be the primary advocate of inclusivity, and believe that all students have the right to be in the general classroom. However, promoting inclusion is not an easy task and increases teacher demands and stress, particularly affecting their overall well-being. When teachers experience chronic and/or high levels of stress in teaching, it impacts their mental health, their work ethic, and, ultimately, their students. The goal of this project was to explore if teacher beliefs about inclusive education predict teacher well-being. Additionally, this project was conducted to help us understand how teachers’ experiences with inclusion influence well-being and teaching practices. Teachers were recruited to complete a brief questionnaire about themselves, questions regarding their beliefs about learning and teaching, and questions about their current mental health and well-being. There were 67 teachers in total. Following the completion of the questionnaire, 11 teachers participated in interviews regarding their experiences in inclusion and relevant teaching practices. The results suggest that increased professional experience with learners who require more support predicted higher levels of distress in teachers. Interview data was analyzed using Braun and Clarke’s (2021) thematic analysis process to identify recurring themes in the data that help deepen our understanding of teacher beliefs, well-being, and inclusion. Teachers identified five themes in their interviews: (a) the definition of inclusion, (b) increased demands, (c) classroom management strategies, (d) successful inclusion requires support, and (e) the impact of standardized inclusion. Teachers provided insight into the current climate of teaching and the education system, and areas where they need more support and/or resources to be successful. The knowledge acquired from the results of this study helps to provide recommendations for teacher education programs and professional development opportunities to strengthen inclusive beliefs and increase wellness practices for teachers.

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