Development of Inclusive Teaching Behavior Self-Evaluation Scale

Abstract

The purpose of this study was to create a self-evaluation scale for teachers in need of inclusive classroom perspectives, and to clarify teaching behavior suitable for inclusive education. Interview results about teaching behaviors were analyzed into question items of the scale, which was given to elementary school classroom teachers (N=528). Factor analysis of 520 teachers’ data provided a valid and reliable scale with 3 factors, total 12 items. The 3 factors revealed 3 types of inclusive teaching behaviors, namely, general support, bridging support and individual support; development of those behaviors had relations with teacher experience and degree of intellectual understanding of classroom management.