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首页> 外文会议>International Conference on Intervention and Applied Psychology >Relationship Between Personality Traits and Attitude Toward Inclusive Education in Indonesian Preschool Teachers
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Relationship Between Personality Traits and Attitude Toward Inclusive Education in Indonesian Preschool Teachers

机译：人格特质与印度尼西亚学龄前教师包容性教育的关系

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This study investigated the relationship between the preschool teacher personality traits determined using Costa-McCrae's Five Factor Model of Personality and the individual attitude toward inclusive education, and also examined whether this attitude was affected by teaching experience and professional development. The Neuroticism-Extraversion-Openness Personality Inventory (NEO-PI) and the Indonesian Version of the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES VI) were administered to 90 Indonesian preschool teachers. It was found that the Openness to Experience trait correlated significantly with the cognitive domain of the teacher attitudes, with all five traits significantly correlating with the affective attitude domain, and all traits except Neuroticism correlating significantly with the behavioral attitude domain. Teaching experience, however, was not found to have any significant effect on teacher attitude, and the participants' affective domain scores differed depending on whether or not they had had inclusive education professional development. The implications of these findings are discussed in relation to international studies and suggestions given for effective inclusive education interventions for Indonesian preschool teachers.
机译：本研究探讨用人格和对全纳教育的个人态度的科斯塔 - 麦克雷的五因素模型确定的幼儿教师的个性特征之间的关系，同时也研究了这一态度是否影响教学经验和专业发展。神经质-外向性-开放人格量表（NEO-PI）和多维态度的印度尼西亚版走向纳教育量表（MATIES VI）施用至90名印度尼西亚幼儿教师。结果发现，在开放性特质与教师态度的认知领域显著相关，与所有五个特质与情感态度域显著相关，并且除了神经质所有特质与行为的态度域显著相关。教学经验丰富，但是，并没有发现有对教师的态度的任何显著的影响，以及参与者的情感领域得分取决于他们是否有过全纳教育专业发展的差异。这些研究结果的意义是相对于有效的全纳教育的干预印尼幼儿教师给定的国际研究和建议进行讨论。

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