Principals’ Attitudes toward the Inclusion of Special Education Students in Regular Schools: Associations with Self-Efficacy, Satisfaction, and Stress at Work
The aim of the present study was to investigate the perspectives of elementary and middle school principals in Israel regarding the integration of students with special needs into mainstream classrooms. The research followed a mixed methods approach, which offers various benefits for a more comprehensive analysis of the subject matter. The sample included 143 elementary and middle school principals who completed questionnaires on their self-efficacy, job satisfaction, stress, and attitudes toward inclusion. In order to deepen our understanding of the quantitative findings, qualitative data was collected from 11 semi-structured interviews. The findings revealed no differences between elementary school and middle school principals in terms of their attitudes toward inclusion, and there were no correlations between principals’ sense of self-efficacy and their attitudes toward inclusion. Principals who expressed high satisfaction with their work had fewer negative attitudes toward the inclusion of students with special needs. The research findings suggest that principals play a critical role in providing support and fostering trust among students with special needs. Principals serve as a valuable resource for these students, aiding in the development of an inclusive social environment.
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