Assessing Causal Links Between Mathematics Teaching Efficacy, Attitudes Towards Inclusion, and Efficacy in Implementing Inclusive Practices: A Cross-Lagged Panel Autoregressive Model Analysis

Abstract

Previous research has documented that mathematics teaching efficacy, attitudes towards inclusion, and efficacy in implementing inclusive practices are interrelated through reciprocal relationships. Nowadays, the need for enhancing inclusive mathematics education and supporting teachers in diverse classrooms is insatiable. In this study, we evaluated these dynamic relationships through the use of a cross-lagged panel autoregressive model. The sample consisted of first-year students (n = 212), at three time points, attending the joint distance inter-university postgraduate program (Hellenic Open University–University of Thessaly) in special education: “Educational Sciences: Special Education and Training for People with Oral and Written Language Difficulties”, which aims to provide specialized knowledge in the field of special education. Results revealed a phenomenon with increased complexity characterized by reciprocal relationships among mathematics teaching efficacy, efficacy in implementing inclusive practices, and attitudes toward inclusion. Within the lens of Self-Determination Theory, aspects such as autonomy, competence, and relatedness are crucial for professional development programs that reinforce both self-efficacy and intrinsic motivation, resulting in effective, inclusive mathematics instruction.