Presented at ISEC 2000

Teacher's Attitudes Toward Teaching as a Determinant of their Readiness for Additional Professional Special Education

Zrinjka Stancic, Croatia

Abstract

The process of educational integration of pupils with delayed cognitive development into regular schools in Republic Croatia continues for over two decades. Results of scientific investigations as well as practical experiences show the existence but also the ways of overcoming numerous difficulties slowing down its realisation.

One of very important assumptions of successful educational integration of pupils with delayed cognitive development is teachers' additional professional special preparation for working with these pupils. Regarding these questions, it can be noticed that the undergraduate education of teachers is insufficient and inadequate. To overcome difficulties in everyday classroom activities a special program "Education of Teachers and Integration of Pupils with Special Needs", was created, applied and evaluated.

The results of investigation on the conducted sample of 98 teachers show that teachers 'decision to enrol in additional special education depends significantly on their attitudes toward teaching.

1. Introduction

1.1. The educational integration in the Republic of Croatia

The Republic of Croatia has population of 4.7 million. School System of the Republic Croatia includes pre-school, elementary (1-8 grades, 1-4 taught by a class teacher and 5-8 by subject teacher) secondary (2-4 grades taught by subject teachers) and higher education. Elementary and secondary education is either regular or special, which includes schooling of children with developmental difficulties (special needs) . Pupils with special needs are, in Croatia, included in regular primary school classes during last two decades. Regarding the characteristics of every child, the following models are used in our schools: a) full educational integration b) partial educational integration c) special educational and rehabilitational institutions.

a) Full educational integration is realised through inclusion of the child with miner developmental disorders in a regular class of elementary or secondary school. It is possible to include up to three pupils with special needs in a regular class, and such a class has to have less than 25 pupils. The pupils in such educational model follow regular or adapted curriculum with individualized teaching methods and additional support of the special education teacher, which consists not only of work with the pupils with special needs, but also their class-mates, teachers, parents and other professionals (pedagogue, psychologist, social worker) important for the child's education.

Due to the number of sociological, psychological and economical advantages, educational integration is a desirable model of education for children with special needs (Stancic, V., 1985., Stancic, Z., 1999., 2000). A very complete definition of this education model was given by the Prof. Vladimir Stancic, saying that "Integration is the creation of conditions for children with development difficulties (special needs), which will provide for the least restrictive environment for their development by opening a series of different possibilities along the educational continuum, ensuring the possibility of changes, while bearing in mind that the most desirable alternative is the placement in regular educational institutions, with providng for objective and subjective prerequisites for their acceptance, education and rehabilitation, as well as creation of psychological connections with the social environment, obeying the rule that educational integration is only the mean to wider social integration, realised to convergence and the removal of segregation mechanisms that can still exist within the social environment. Integration as defined here is the objective, the process and the organisational system in creation" (Stancic, V., 1985., p.14). This form of educational integration includes 6000 pupils with minor developmental disorders in the Republic of Croatia

b) Partial educational integration is realised mainly for pupils with mild mental retardation and pupils with behavioural disorders. They follow the academic subjects (mathematics, Croatian language, nature and society: a subject including topics about biology, science, geography, history and daily life) in separate classes with a help of special education teachers, following an adapted curriculum. The non-academic subjects (art, music, physical education, catechism, and technical education) are taught in regular classes with peers without difficulties with maximum level of individualisation in curriculum requirements. 696 pupils with intellectual disabilities are included in this model.

c) Pupils with severe developmental difficulties follow elementary and secondary education in special organisations for education and rehabilitation (special schools), and in some cases in other organisations within healthcare, social care and iurisdictive system. These include pupils with mild mental retardation with additional difficulties (about 1931 in special schools but 3 000 including pupils in instititions ), moderate mental retardation, visual impairments and additional difficulties, autism and additional difficulties. In these cases, additional difficulties are considerably reducing the ability of these pupils to follow curriculum in regular primary schools.

Although the process of educational integration exists for two decades, the studies conducted by the Faculty of Special Education and Rehabilitation, University of Zagreb (Levandovski, D., 1982., Mejovšek, Stancic, 1982., Stancic, V. 1985., Stancic, Z., 1988., Fulgosi-Masnjak, 1989., Stancic, Z. 1995., Kiš-Glavaš, L., Nikolic, B. Igric, Lj., 1997., Kiš-Glavaš, L. Igric, Lj. 1998 et al.) and the analyses of its results show the existence of numerous problems slowing down its development, as well as the means of overcoming them. It is primarily the need to understand more thoroughly the economical, social and cultural characteristics of the social and in particular educational environment, fulfilling pedagogical standards regarding the space, number of pupils, staff and equipment, adequate screening, diagnostics and monitoring of the pupils with special needs included in the least restrictive conditions of education, ensuring good financial support for the work of teachers with pupils with special needs and their additional training in special education, as the undergraduate training of class teachers, and especially subject teachers, does not offer even the minimum knowledge necessary for quality education of pupils with special needs.

1.2. Some prerequisites of teacher's education and their attitude toward teaching and educational integration of children with special needs

To achieve the highest possible quality in education of children and youth, with or without special needs, there are some prerequisites regarding the education and work of class and subject teachers. As it is stressed by Šooš (1999), these are a) scientifically founded selection of future teachers with special attention paid to the personality traits b) quality teacher education c) continuing teacher training, d) work on own personality as a daily task of every person, e) higher material investment in education - from equipment to higher salaries and social status of teachers. The western world invests a lot more in education and free-time activities, as these are one of the priorities. Regarding the investment in education, Croatia takes 70th place in Europe! It must be added here that Croatia, being a country in transition faces numerous economical difficulties, as well as tragic consequences of war (1991-1996), which will be visible for a long time to come. On the other hand, its experience and research potential gives it a possibility of improvement, and it wishes to demonstrate its humanistic and democratic orientation also through its concern with persons with special needs. (Stancic, Z., 2000).

The results of a number of studies in Croatia and abroad show the role of teachers and their attitude toward teaching in the process of educational integration of children with special needs, its importance and responsibility. It largely depends on the willingness of teachers to accept pupils with special needs and find appropriate forms of education, which influences the success of integration. (Lewis, Doorlag, 1987., Mavrin-Cavor, Lj., Levandovski, Lj. 1991., Mustac, V., Vicic, 1996 after: Kiš-Glavaš, L.1999). A good teacher primarily values teaching as a process lasting his/her entire carrier, in which he/she shares responsibility for the quality of education with parents and improve competence of these pupils in academic and social area (Andrews, Lupart, Bachor, Crealock, Dudley-Marling, Marini Piper, 1996 after Kiš-Glavaš, L., 1999).

The teacher is the most important component of the quality education of all children in regular or special education. Teacher has to be warm and caring, capable of perceiving unrealised potential in every child, and ready to appreciate every improvement a child makes. Hartnett and Naish (1993., p.341. after Kiš-Glavaš, L.) state: "The expectations of teachers, their sensitivity, priorities and values contribute to the quality of the pupils experience, but have as a consequence the fact that the teachers influence what is said in the classroom, how it is said and how is it evaluated." If a teacher has negative perception of children with special needs and their integration, "integration process must suffer" (Hastings, Hewes, Lock, Witting, 1996, p.140 after Kiš-Glavaš, 1999). It is long known that the teachers' perception of children with developmental difficulties has an important role in determining their experience and achievement in school. It is even more important to stress that their perception of children with special needs is the factor determining their behaviour toward them.

According to Milles (1996), every teacher has an image of what is for him/her a model of a "good" pupil. This concept largely depends on the qualities the teacher appreciates in him/herself and his/her colleagues. Fish (1995., after Mills, 1996) calls that "the moral aspect of profession", stating the following desirable qualities of teachers: reliability, co-operability, flexibility and support.

The role of teachers and their attitudes toward teaching have changed a lot from the traditional school, Bežen (1989, p. 53) stressed an important characteristic: "The teacher is not any more the only one who has knowledge and teaches lessons, his role is to organise, monitor, support, evaluate and encourage different learning processes in children and also to have a compensatory role when necessary.

This kind of positive, supportive relationship becomes an essential factor when a teacher has in his/her class a child/children with special needs. These pupils come to school with additional requests on the teachers, who have to present a good model of adult behaviour, give positive response to them, and their expectations and results in work with pupils have to give them basis for creating confidence in own success, and thus professional satisfaction (Jones, Jones, 1995., after Kiš-Glavaš., 1999).

To improve education of pupils with special needs, one needs to adjust the teaching strategies, objectives of teaching, didactic material, methods and means, and all with the purpose to improve cognitive, emotional and social engagement of the teacher (Brophy, Alleman, 1991., after Kiš-Glavaš, L., 1999., Stancic, Z., Ivancic, Ð. 1999). "Only a teacher valuing a child as a person and respecting everything a child can achieve, makes a valuable contribution by his/her positive influence on the child's self-esteem and the success of integration." (Wade, Moore, 1992, p.25).

For the successful work, the teacher working in integrative environment needs appropriate additional professional training. As the teachers work directly with children with special needs, they need to know well the characteristics of their development, specific factors influencing learning, the choice of didactical and methodical forms of work and the possibility of creating a positive atmosphere in the class. (Števic Vukovic, 1986., Levandovski, D., Radovancic, 1987., Stancic, Z., Ivancic, Ð., 1999).

Some authors, such as Graves and al. (1992., after Kiš-Glavaš, L. 1999) state that modern teachers, who teach in integrated classes needs additional knowledge regarding: directing and leading the class, co-operation and consulting, specialised teaching strategies, technology and materials, etc. Stating the results of numerous studies in relations between the teachers' competence and their achievement, they stress that the teachers' education must provide the feeling of own competence. If such professional education and training is lacking, and appropriate support non-existent, the teachers will not feel prepared to work with pupils with special needs. Without appropriate education, the teachers are unable to realise their own potential, as well as the potential of the child, regardless of how much faith they have in both of them. (Wade and Moore, 1992).

It seems therefore that one of the important tasks in work with teachers is their continuos training, in which their undergraduate education is only a basis for further training aimed primarily at their work, but also at their sense of professional satisfaction. For that process to be efficient, the teachers included in the programme need to have internal motivation for the training. The programmes have to contribute to the feeling of personal satisfaction and reduction of workload in teachers who have integrated pupils with special needs in the class.

2. Objective

The objective of the research is to state whether the teacher's attitudes toward pupils and teaching influence their interest in taking part in a program of Additional Professional Special Education (APSE).

3. Methods

3.1. Sample

The sample of this investigation consisted of 96 teachers in regular primary schools in the area of city of Zagreb. The main criterion for the choice of participants was the fact that they have one or several pupils with special needs integrated in their class.

Two groups were formed (Group1 and Group 2) equal in number of female and male participants (43 women, 5 man), education level (31 with 2-year education, 17 with 4-year education) and position (class and subject teachers) (27 class teachers, 21 subject teacher). With regard of the knowledge about educational work with pupils with special needs obtained during their training (which is obligatory for each teacher during one academic year), the majority of teachers (26 in Group 1 and 31 in Group 2) considered them insufficient

3.2. Measuring instrument

Minnesota Teacher Attitude Inventory (MTAI) authors Cook, W. W., Leeds, C. H., Callis, R. (1951) was applied to measure teacher's attitudes toward pupils and teaching. MTAI consists of 150 statements measuring level of success of teacher-pupil relationship in general and the teacher's satisfaction with own profession, which is named "attitudes toward teaching" by several authors (teacher's moral evaluation of pupils with regard to their relation toward standards and moral values enforced by the adults, discipline and directing the class, and the use of different problem-solving methods, knowing the stages of development in pupils regarding their abilities, learning, motivation, results achieved and personal development, knowing the means of education regarding the education philosophy and curriculum, personal reactions of teachers.) The level of agreement with each of 150 statements is measured on the Likkert-type scale, with five levels: I completely agree, I agree, I cannot decide, I disagree, I completely disagree. At the positive end of the scale is the teacher who has the ability of creating harmony in relations with pupils, which are full of mutual understanding and loyalty. The teacher is satisfied with his/her work with pupils, motivated for work and finds in it a mean to realise own abilities and own personality. He/she creates a climate of co-operation, and the sense of security motivates pupils to state their attitudes and gives them freedom of forming own opinions.

The negative end of the scale pictures a domineering teacher, who can successfully dominate, which means ruling with an "iron fist", creating an atmosphere of tension, fear and pressure. The teacher can also be unsuccessful and become nervous, indecisive and confused. Such teacher's class becomes frustrated, the pupils nervous, inattentive and the discipline problems frequent. In classes taught by such teachers, the pupils dislike learning, there is a relationship of mistrust, even hostility between the class and the teacher. Such a teacher does not understand or know his/her pupils. He/she pays more attention on the curriculum than on the emotions and achievements of his/her pupils.

The results of prior investigations regarding the applicability of the instrument in Croatia (N= 746), the normality of distribution was tested, factor analysis performed and its reliability assessed. (Kiš-Glavaš, L.., 1999) The normality was assessed by Kolmogorov-Smirnov test, and it has been found that the distribution is not significantly different from normal distribution with p>0.20 I max D=0.036230. Factor analysis yielded a single factor of the MTAI, which enables us to use summary score in the interpretation. The reliability measure of Cronbach Alpha was 0.90, pointing to the high reliability of the scale.

3.3. Procedure

Before Additional Professional Special Education (APSE) named "Education of Teachers for the Acceptance of Pupils with Special Needs" the participants filled MTAI questionnaire, on the separate answer sheet. The original scoring key was used, which resulted in the theoretical range of -150 to +150. The high score points to the positive and desirable teacher attitudes, while the low score points to the negative and undesirable attitudes toward teaching and satisfaction with own profession.

3.4. Data processing methods

Kolmogorov-Smirnov test was used to test the normality of distribution, while the differences between groups in attitudes toward teaching measured by the MTAI questionnaire were assessed using one-way analysis of variance.

4. Results and discussion

One-way analysis of variance was used to assess statistical significance of the differences in attitudes toward teaching between teachers in the two sub-samples (Groups 1 and 2) in the initial investigation. The results were shown in Table 1. Statistical significance was pre-set on the level of p<0.05.

Table 1 Analysis of variance of the results of Group1 and Group 2 on the MTAI score in the initial position

It is visible from the results in Table 1 that there are statistically significant differences between the two groups regarding their results on the MTAI questionnaire. The results of the two groups regarding their attitudes toward integration measured by Attitudes Toward Integration Questionnaire were not statistically significant. (Kiš-Glavaš, L.1997)

The distributions of the MTAI score for the two groups are shown on picture 1.

(unable to reproduce graphic - Ed.)

The results in Table 2 show the direction of the stated differences between the two groups regarding the MTAI score

Table 2 Arithmetic means and standard deviations of the MTAI score for the Groups 1 and 2

The data in Table 2 show that the teachers in Group 1 have higher arithmetic mean for the MTAI score (Means=16.6047), compared to the teachers in Group 2 who have very low results (Means=-3.70833). The results of Group 1 teachers show that they form more positive relations with their pupils and are more satisfied with their profession, which means that they have more positive attitudes toward teaching than the teachers in Group 2. As the teachers in Group 1 have shown interest to participate in Additional Professional Special Education (APSE) named Education of Teachers for the Acceptance of Pupils with Special Needs they also represent the experimental group for the program evaluation. These teachers have shown interest to obtain new knowledge and experience to improve their work without difficulties as well as pupils with special needs integrated in their class. Analysing the means of the two groups, one cannot be very optimistic, as both groups show low results, but further analyses into the differences in different MTAI items will clarify the picture of the teacher-pupil relation and the teachers' satisfaction with own profession, reflected in their daily work.

4.1. APSE programme

The Additional Professional Special Education of teachers and subject professors in regular school was created bearing in mind the current status of the integration in Croatia, as well educational and socialisation needs of pupils with special needs (Igric, Lj., Kiš-Glavaš, L., 1998). Previous studies have shown that the additional teacher education has positive impact both on teachers' knowledge and on the development of positive attitudes toward educational integration (Kiš-Glavaš, L., Igric, LJ., 1997), and especially social interaction in education, which largely determines the success of each pupil in integrated education. (Fulgosi-Masnjak, R., Sekušak-Galešev, S., 1997, after Stancic, Z. 2000.). The program was realised as seminar, prepared by a group of experts with great experience in work with children with special needs and/or specialised psychotherapists and socio-therapists.

The following topics were included in the programme:

Each topic started by introduction lecture, followed by workshops in small groups (under 15 teachers) analysing the personal experiences, development of the topic and relating the new experiences to the work with children with special needs (pupils with delayed cognitive development), every participant tried, with a help of the group leaders (special education teacher and a therapist - Reality or Gestalt), to find his/her own solutions to improve his/her satisfaction and success in work with pupils with special needs.

Group-work was realised in three workshops a) teacher's personal experience, b) practising new methods and techniques c) application of new methods in work with pupils. The teachers applied new knowledge in the class for at least one month, and shared experiences in the next session. The education program was realised in school year 1996/97, during 10 months (once per month, for 8 hours) totalling 80 hours.

5. Conclusion

The teacher's satisfaction with own profession influences the success of integration as it is reasonable to expect that teachers satisfied with own profession will not view integration only as an additional burden and obligation, but show readiness to accept it (Mejovšek, 1983.) Attitudes toward teaching, according to the authors Cook, Leeds and Callis (1951) include the success of teacher-pupil relationship and the teacher's satisfaction with own profession.

The objective of this investigation was to state whether the teacher's attitudes toward pupils and teaching influence their interest in taking part in a program of Additional Professional Special Education (APSE).

The sub-samples of teachers were chosen to be equal regarding the general data (sex, education level, position and attitudes toward integration). Statistically significant differences were found regarding the summary score of the MTAI questionnaire. The teachers willing to participate in the programme of Additional Professional Special Education have shown significantly more positive attitudes toward teaching. It seems that these were one of the determinants of their decision to take part in the programme. Additional Professional Educational Program "Education of Teachers for the acceptance of pupils with special needs" can contribute to this cause.

6. References

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Index