Flourishing at Work and Teachers’ Attitudes Toward the Inclusion of Students with Disabilities
DOI:
https://doi.org/10.55892/jrg.v9i20.3102Keywords:
Positive Psychology, Teachers' attitudes, Inclusive education, Flowering at workAbstract
This study aimed to investigate the relationship between the attitudes of teachers towards the process of inclusion of students with disabilities with the flowering of the work of Basic Education teachers in the Federal District. 267 teachers from public and private schools in the Federal District participated in the survey, who answered one in a row containing the following instruments: Teacher Characterization Questionnaire, Multidimensional Scale of Attitudes towards Inclusive Education and Flourishing at Work Scale. The results pointed to a positive relationship between attitudes towards the inclusion of students with disabilities and flourishing at work, in addition, relationships were identified between attitudes and experience with students with disabilities, teaching time and level of education. Thus, teachers with a higher level of flourishing at work also adopted more positive attitudes towards inclusion and that teachers who had experience with students with disabilities, regardless of having had specific training in special education, experienced a higher level of positive cognitive and behavioral attitudes, similarly, teachers with less teaching experience and who taught in kindergarten were more positive when reporting thoughts and behaviors in favor of including students with disabilities in regular education.
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