Eureka! Institutional Repository

Teacher is a key- factor in the effective implementation of SEN pupils' inclusion in mainstream classrooms. The aim of this study is to investigate the teachers' self efficacy of secondary education in using inclusive instruction, in colloboration and in dealing with disruptive behaviours, and their attitudes towards the inclusion of pupils with Learning Difficulties and Behavioural Disorders. The sample is comprised of 134 secondary mainstream teachers. The results showed moderate levels of self efficacy of teachers and no correlation of self-efficacy with demographic factors was found. As far as teachers' attitudes are concerned, they have maintained a neutral attitude towards the inclusion of pupils with LD and BD and their attitudes differ according to the type of disorder, as they show a more positive attitude towards the inclusion of pupils with LD compared to pupils with BD. It has also been found that there is a correlation between attitudes with gender, years of service, teaching experience, subject, education and training in Special Education, knowledge of legislation and type of school. Finally, a very low correlation of efficacy and attitudes was found.