Teachers' Interpersonal Styles Toward Students with Special Educational Needs in Chinese Inclusive Classrooms.
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| Title: | Teachers' Interpersonal Styles Toward Students with Special Educational Needs in Chinese Inclusive Classrooms. |
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| Authors: | Lin Du1, Zhengli Xie2, Meng Deng3 mdeng@ed.ecnu.edu.cn |
| Source: | Journal of International Special Needs Education. Dec2025, Vol. 28 Issue 2, p70-82. 13p. |
| Subject Terms: | *Inclusive education, *Teachers, *Student engagement, *Teaching methods, *Teacher training, *Children with disabilities, Questionnaires, Asians |
| Geographic Terms: | China |
| Abstract: | This study aims to develop and validate a questionnaire based on the model of interpersonal teacher behavior to assess teachers' interpersonal styles with students with special educational needs (SEN) in inclusive education. The survey was administered to 1,695 regular education teachers in China. The findings of this study are that (1) Chinese teachers trained in inclusive education used interpersonal styles with students with SEN that were represented by a two-dimensional (control and affiliation) four-factor (understanding, support, indulgence, and conflict) model; (2) teachers perceived that they show high affiliation (understanding and support) and low control (indulgence and conflict) toward students with SEN; and (3) teachers' interpersonal styles are affected by a series of factors: whether they are head teachers, their academic qualifications and the length of their inclusive education training, the grade level they teach, type of student disability, and class size. This study helps construct a conceptual framework and corresponding tools for inclusive education teachers in China to adapt their interpersonal styles. The theoretical and practical implications, limitations of the study, and suggestions for further research are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of International Special Needs Education is the property of Journal of International Special Needs Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189443575 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teachers' Interpersonal Styles Toward Students with Special Educational Needs in Chinese Inclusive Classrooms. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lin+Du%22">Lin Du</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Zhengli+Xie%22">Zhengli Xie</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Meng+Deng%22">Meng Deng</searchLink><relatesTo>3</relatesTo><i> mdeng@ed.ecnu.edu.cn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+International+Special+Needs+Education%22">Journal of International Special Needs Education</searchLink>. Dec2025, Vol. 28 Issue 2, p70-82. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Asians%22">Asians</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study aims to develop and validate a questionnaire based on the model of interpersonal teacher behavior to assess teachers' interpersonal styles with students with special educational needs (SEN) in inclusive education. The survey was administered to 1,695 regular education teachers in China. The findings of this study are that (1) Chinese teachers trained in inclusive education used interpersonal styles with students with SEN that were represented by a two-dimensional (control and affiliation) four-factor (understanding, support, indulgence, and conflict) model; (2) teachers perceived that they show high affiliation (understanding and support) and low control (indulgence and conflict) toward students with SEN; and (3) teachers' interpersonal styles are affected by a series of factors: whether they are head teachers, their academic qualifications and the length of their inclusive education training, the grade level they teach, type of student disability, and class size. This study helps construct a conceptual framework and corresponding tools for inclusive education teachers in China to adapt their interpersonal styles. The theoretical and practical implications, limitations of the study, and suggestions for further research are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of International Special Needs Education is the property of Journal of International Special Needs Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.9782/2331-4001-28.2.70 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 70 Subjects: – SubjectFull: Inclusive education Type: general – SubjectFull: Teachers Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Children with disabilities Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Asians Type: general – SubjectFull: China Type: general Titles: – TitleFull: Teachers' Interpersonal Styles Toward Students with Special Educational Needs in Chinese Inclusive Classrooms. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lin Du – PersonEntity: Name: NameFull: Zhengli Xie – PersonEntity: Name: NameFull: Meng Deng IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 21594341 Numbering: – Type: volume Value: 28 – Type: issue Value: 2 Titles: – TitleFull: Journal of International Special Needs Education Type: main |
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