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Cultural Attitudes of Inclusive Clas...

Shuman, Jody Elaine,

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Cultural Attitudes of Inclusive Classroom Teachers: Hofstede's Dimensions and Tripartite Model /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cultural Attitudes of Inclusive Classroom Teachers: Hofstede's Dimensions and Tripartite Model // Jody Elaine Shuman.
Author:	Shuman, Jody Elaine,
Description:	1 electronic resource (217 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28646301
ISBN:	9798534682915

Cultural Attitudes of Inclusive Classroom Teachers: Hofstede's Dimensions and Tripartite Model /
Shuman, Jody Elaine,

Cultural Attitudes of Inclusive Classroom Teachers: Hofstede's Dimensions and Tripartite Model /Jody Elaine Shuman. - 1 electronic resource (217 pages)

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Previous research indicated teachers' attitudes significantly impact the success of inclusion programs for students with disabilities. In this quantitative, correlational study, the capability of cultural dimensions (Hofstede's Cultural Dimensions) to predict components of urban, secondary inclusion teachers' attitudes (the Tripartite Model of Attitudes) was explored. It is not known if and to what extent a statistically significant predictive correlation exists between Cultural Dimensions (Power Distance, Individualism versus Collectivism, Uncertainty Avoidance, Masculinity/Femininity, Long-Term versus Short-Term Orientation, and Indulgence versus Restraint) the Tripartite Model of Attitudes (Affect, Cognitive, and Behavior) among inclusive classroom teachers. One-hundred forty-four teachers from Washington State completed the VSM 2013 and the MATIES questionnaires. Results showed statistically significant associations between Affect and Individualism versus Collectivism (r(142) = .262, p = .002); Affect and Indulgence versus Restraint (r(142) = .231, p =.005); Behavior and Individualism versus Collectivism (r(142) = .265, p = .001). Findings indicated teachers demonstrating Collectivism characteristics felt and intended to act more favorably towards inclusion. Implications for administrators and future research are discussed.

English

ISBN: 9798534682915Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Attitudes

Cultural Attitudes of Inclusive Classroom Teachers: Hofstede's Dimensions and Tripartite Model /
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245 1 0 $a Cultural Attitudes of Inclusive Classroom Teachers: Hofstede's Dimensions and Tripartite Model / $c Jody Elaine Shuman.
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502 $b Ed.D. $c Grand Canyon University $d 2021.
520 $a Previous research indicated teachers' attitudes significantly impact the success of inclusion programs for students with disabilities. In this quantitative, correlational study, the capability of cultural dimensions (Hofstede's Cultural Dimensions) to predict components of urban, secondary inclusion teachers' attitudes (the Tripartite Model of Attitudes) was explored. It is not known if and to what extent a statistically significant predictive correlation exists between Cultural Dimensions (Power Distance, Individualism versus Collectivism, Uncertainty Avoidance, Masculinity/Femininity, Long-Term versus Short-Term Orientation, and Indulgence versus Restraint) the Tripartite Model of Attitudes (Affect, Cognitive, and Behavior) among inclusive classroom teachers. One-hundred forty-four teachers from Washington State completed the VSM 2013 and the MATIES questionnaires. Results showed statistically significant associations between Affect and Individualism versus Collectivism (r(142) = .262, p = .002); Affect and Indulgence versus Restraint (r(142) = .231, p =.005); Behavior and Individualism versus Collectivism (r(142) = .265, p = .001). Findings indicated teachers demonstrating Collectivism characteristics felt and intended to act more favorably towards inclusion. Implications for administrators and future research are discussed.
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