Austrian teachers' attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19

The lockdown of schools in Austria and many other countries due to COVID-19 posed challenges to the school system and especially for teachers of at-risk students. Within the INCL-LEA (INCLusive Home LEArning) study, 3,467 teachers (2,839 females) from all nine Federal States in Austria participated in an online survey after the first school lockdown in early 2020. The main aim of the study was to investigate teachers' attitudes and their self-efficacy beliefs about at-risk students during the first home learning period. Results indicate that teachers' attitudes towards students with a low socio-economic background are more negative compared to attitudes towards students with low skills in the language of instruction (LLS) and students with special educational needs. According to teachers' self-efficacy beliefs, the lowest scores were found for teaching students with LLS. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Austrian teachers' attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19

The lockdown of schools in Austria and many other countries due to COVID-19 posed challenges to the school system and especially for teachers of at-risk students. Within the INCL-LEA (INCLusive Home LEArning) study, 3,467 teachers (2,839 females) from all nine Federal States in Austria participated in an online survey after the first school lockdown in early 2020. The main aim of the study was to investigate teachers' attitudes and their self-efficacy beliefs about at-risk students during the first home learning period. Results indicate that teachers' attitudes towards students with a low socio-economic background are more negative compared to attitudes towards students with low skills in the language of instruction (LLS) and students with special educational needs. According to teachers' self-efficacy beliefs, the lowest scores were found for teaching students with LLS. [ABSTRACT FROM AUTHOR] Copyright of European Journal of Special Needs Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)