Teacher Attitude for Better Education: The Relationship between Affection, Support and Religiosity the Success of Inclusive Education

AMKA, AMKA

dc.contributor.author	AMKA, AMKA
dc.date.accessioned	2020-09-21T03:18:44Z
dc.date.available	2020-09-21T03:18:44Z
dc.date.issued	2020
dc.identifier.issn	ISSN 1869-0459 (print)/ ISSN 1869-2885 (online)
dc.identifier.uri	https://repo-dosen.ulm.ac.id//handle/123456789/17982
dc.description.abstract	Abstract The teacher's positive attitude towards people with disabilities plays an important role in encouraging the success of inclusive education. Using a three-dimensional theory of attitude formation namely cognitive, affective, and conative, this study aims to measure the attitudes of teachers in South Kalimantan, Indonesia towards inclusive education (N = 212) by proposing several variables that influence that attitude. Using one-way Manova, this study finds that female teacher shows better affective dimensions and students majoring in special education show greater support for inclusive education. In general, there are significant differences in attitudes between special and general teacher categories. Also, teachers with personal contact or experience with persons with disabilities exhibit better attitudes. There is no significant difference between experienced and inexperienced teachers. Religion also has an influence, religious teachers are better in the conative dimension, and less-religious teachers are better in cognitive dimensions. Key words: Attitude, Teacher, Education, Inclusive, Indonesia	en_US
dc.publisher	International Research Association for Talent Development and Excellence	en_US
dc.subject	Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education	en_US
dc.title	Teacher Attitude for Better Education: The Relationship between Affection, Support and Religiosity the Success of Inclusive Education	en_US
dc.type	Article	en_US