Intrinsic motivation of teachers and the challenge of mainstreaming: An empirical investigation

Zipora Shechtman; Shunit Reiter; Zipora Shechtman

doi:10.1300/J008v07n01_07

Intrinsic motivation of teachers and the challenge of mainstreaming: An empirical investigation

Zipora Shechtman, Shunit Reiter, Zipora Shechtman

Research output: Contribution to journal › Article › peer-review

Abstract

The study investigated attitudes of 202 elementary school teachers, from 18 schools, towards integrating exceptional children into a regular education classrooms. Although most of these teachers concurred with several commonly raised concerns, such as the negative effect of mainstreaming on students' achievement and the teachers' work load, many were also aware of positive aspects of mainstreaming, particularly the personal challenge presented by the endeavor.

Original language	English
Pages (from-to)	107-124
Number of pages	18
Journal	Special Services in the Schools
Volume	7
Issue number	1
DOIs	https://doi.org/10.1300/J008v07n01_07
State	Published - 14 Oct 1993

Bibliographical note

Funding Information:
Approximate statistics have been collected to show inputs and outputs of the programme to date. More than a thousand students are now enrolling annually for the various courses, with more than fifty faculty associates. This activity has been hanced partly by a grant totalling about S 3m to the centres from the National Science Foundation, spread over five years.

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Applied Psychology
Psychiatry and Mental health

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10.1300/J008v07n01_07

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Intrinsic motivation of teachers and the challenge of mainstreaming: An empirical investigation

Abstract

Bibliographical note

ASJC Scopus subject areas

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