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Relationships among Implicit Theories of Intelligence, Attitudes toward Inclusion and Teacher Self-Efficacy Beliefs for Inclusive Practices

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Title: Relationships among Implicit Theories of Intelligence, Attitudes toward Inclusion and Teacher Self-Efficacy Beliefs for Inclusive Practices
Language: English
Authors: Lisette M. Manuel (ORCID 0009-0005-5553-504X), Kathy T. Campbell, Adam C. Elder (ORCID 0000-0002-3008-3084)
Source: Journal of Research in Special Educational Needs. 2026 26(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
High Schools
Secondary Education
Early Childhood Education
Preschool Education
Elementary Secondary Education
Descriptors: Intelligence, Teacher Attitudes, Inclusion, Self Efficacy, Elementary School Teachers, High School Teachers, Regular and Special Education Relationship, Preschool Teachers, Cognitive Structures
Geographic Terms: Louisiana
DOI: 10.1111/1471-3802.70048
ISSN: 1471-3802
Abstract: A persistent 16% gap exists in U.S. graduation rates between all students and those with disabilities, partly due to inadequate teacher preparation for inclusive practices. This sequential explanatory mixed methods study investigated how general education teachers' beliefs--implicit theories of intelligence (i.e., fixed and growth mindset), self-efficacy and attitudes toward inclusion--influenced their classroom behaviours. Phase one utilized surveys with 368 Pre-K-12 general education teachers in south Louisiana (87% female; 49.2% elementary); phase two involved interviews with eight high school general education teachers (75% female). Results indicate that most teachers demonstrated a growth mindset, positive attitudes toward inclusion and high self-efficacy for inclusive practices. However, high school teachers scored lower across these factors and a considerable number lacked pre-service special education training. Both qualitative and quantitative data revealed a significant tension: teachers viewed inclusion as beneficial but struggled with its practical feasibility due to perceived limited success and insufficient support. A structural equation model (SEM), grounded in social cognitive theory (SCT), validated a strong predictive relationship between mindset and attitudes toward inclusion. These findings underscore the critical need for enhanced teacher preparation and ongoing professional development to bridge the gap between positive beliefs and effective inclusive practices.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495178
Database: ERIC
FullText Text:
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  Data: Relationships among Implicit Theories of Intelligence, Attitudes toward Inclusion and Teacher Self-Efficacy Beliefs for Inclusive Practices
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  Data: <searchLink fieldCode="AR" term="%22Lisette+M%2E+Manuel%22">Lisette M. Manuel</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-5553-504X">0009-0005-5553-504X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kathy+T%2E+Campbell%22">Kathy T. Campbell</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+C%2E+Elder%22">Adam C. Elder</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3008-3084">0000-0002-3008-3084</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Special+Educational+Needs%22"><i>Journal of Research in Special Educational Needs</i></searchLink>. 2026 26(1).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 20
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Intelligence%22">Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Regular+and+Special+Education+Relationship%22">Regular and Special Education Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Structures%22">Cognitive Structures</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink>
– Name: DOI
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  Data: 10.1111/1471-3802.70048
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  Data: 1471-3802
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: A persistent 16% gap exists in U.S. graduation rates between all students and those with disabilities, partly due to inadequate teacher preparation for inclusive practices. This sequential explanatory mixed methods study investigated how general education teachers' beliefs--implicit theories of intelligence (i.e., fixed and growth mindset), self-efficacy and attitudes toward inclusion--influenced their classroom behaviours. Phase one utilized surveys with 368 Pre-K-12 general education teachers in south Louisiana (87% female; 49.2% elementary); phase two involved interviews with eight high school general education teachers (75% female). Results indicate that most teachers demonstrated a growth mindset, positive attitudes toward inclusion and high self-efficacy for inclusive practices. However, high school teachers scored lower across these factors and a considerable number lacked pre-service special education training. Both qualitative and quantitative data revealed a significant tension: teachers viewed inclusion as beneficial but struggled with its practical feasibility due to perceived limited success and insufficient support. A structural equation model (SEM), grounded in social cognitive theory (SCT), validated a strong predictive relationship between mindset and attitudes toward inclusion. These findings underscore the critical need for enhanced teacher preparation and ongoing professional development to bridge the gap between positive beliefs and effective inclusive practices.
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  Data: 2026
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  Data: EJ1495178
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        Value: 10.1111/1471-3802.70048
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      – SubjectFull: Intelligence
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: High School Teachers
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      – SubjectFull: Regular and Special Education Relationship
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      – SubjectFull: Preschool Teachers
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      – SubjectFull: Cognitive Structures
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      – SubjectFull: Louisiana
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      – TitleFull: Relationships among Implicit Theories of Intelligence, Attitudes toward Inclusion and Teacher Self-Efficacy Beliefs for Inclusive Practices
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