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Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education

Author

Listed:
  • Natalia Triviño-Amigo

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Sabina Barrios-Fernandez

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Carlos Mañanas-Iglesias

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Jorge Carlos-Vivas

    (Promoting a Healthy Society Research Group (PheSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • José Carmelo Adsuar

    (Promoting a Healthy Society Research Group (PheSO), Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

  • Ángel Acevedo-Duque

    (Public Policy Observatory, Universidad Autónoma de Chile, Santiago 7500912, Chile)

  • Jorge Rojo-Ramos

    (Social Impact and Innovation in Health (InHEALTH) Research Group, Faculty of Sport Sciences, University of Extremadura, 10003 Cáceres, Spain)

Abstract

Inclusive education is a right for every student, being one of the current challenges with which the education system is struggling. The teacher’s role in this process is essential in building an inclusive and transformative school. This study aims to measure Spanish secondary school teachers’ perceptions of their preparation to address inclusive education, exploring whether there are differences concerning their gender. A total of 420 Spanish secondary school teachers responded to three dichotomous questions about their initial and ongoing preparation using the Evaluation of Teacher Education for Inclusion Questionnaire (CEFI-R). The results suggest that there are no significant differences between men and women regarding their perceived readiness to deal with diversity. However, women seem to be more confident in their competence, as they show less need for preparation in addressing the diversity of needs in their students with disabilities, and in promoting inclusive education.

Suggested Citation

  • Natalia Triviño-Amigo & Sabina Barrios-Fernandez & Carlos Mañanas-Iglesias & Jorge Carlos-Vivas & José Carmelo Adsuar & Ángel Acevedo-Duque & Jorge Rojo-Ramos, 2022. "Differences among Male and Female Spanish Teachers on Their Self-Perceived Preparation for Inclusive Education," IJERPH, MDPI, vol. 19(6), pages 1-9, March.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:6:p:3647-:d:774754
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    References listed on IDEAS

    as
    1. Jorge Rojo-Ramos & Fernando Manzano-Redondo & Sabina Barrios-Fernandez & Miguel A. Garcia-Gordillo & Jose Carmelo Adsuar, 2021. "A Descriptive Study of Specialist and Non-Specialist Teachers’ Preparation towards Educational Inclusion," IJERPH, MDPI, vol. 18(14), pages 1-13, July.
    2. Jorge Rojo-Ramos & Carlos Ferrera-Granados & Manuel Fernández-Guerrero & Fernando Manzano-Redondo & Miguel Ángel Garcia-Gordillo & Patricia Polero & José Carmelo Adsuar, 2020. "A Descriptive Study on the Training and Attitude of Future Teachers towards Educational Inclusion," Sustainability, MDPI, vol. 12(19), pages 1-14, September.
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    Cited by:

    1. Natalia Triviño-Amigo & David Manuel Mendoza-Muñoz & Noelia Mayordomo-Pinilla & Sabina Barrios-Fernández & Nicolás Contreras-Barraza & Miseldra Gil-Marín & Dante Castillo & Carmen Galán-Arroyo & Jorge, 2022. "Inclusive Education in Primary and Secondary School: Perception of Teacher Training," IJERPH, MDPI, vol. 19(23), pages 1-12, November.
    2. Elena Cachicatari-Vargas & Karimen Jetzabel Mutter Cuellar & Wender Florencio Condori Chipana & Flor de Maria Miranda Socasaire & Ángel Acevedo-Duque & Orfelina Arpasi-Quispe, 2022. "The Mental Health of Older Adults in the Densely Populated Areas of Tacna Region—Peru, 2021: Implications of the COVID-19 Information," IJERPH, MDPI, vol. 19(18), pages 1-13, September.

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