Hostname: page-component-586b7cd67f-r5fsc Total loading time: 0 Render date: 2024-11-26T23:45:59.420Z Has data issue: false hasContentIssue false

Attitudes of Principals Towards Students With Disruptive Behaviour: An Australian Perspective

Published online by Cambridge University Press:  25 April 2014

Paul Wood*
Affiliation:
Faculty of Education and Social Work, The University of Sydney, Australia
David Evans
Affiliation:
Faculty of Education and Social Work, The University of Sydney, Australia
Ilektra Spandagou
Affiliation:
Faculty of Education and Social Work, The University of Sydney, Australia
*
Correspondence: Paul Wood, 403 Balmain Road, Lilyfield, NSW 2040, Australia. E-mail: [email protected]

Abstract

This paper reports on the attitudes of 340 government primary principals from New South Wales, Australia, towards the inclusion of students with disruptive behaviours in schools. Principals’ attitudes were examined using the Principals and Behaviour Survey (PABS), a new composite measure built upon a foundation of existing validated surveys on attitudes towards the inclusion of students with disabilities. Principal component analysis identified 3 components that were used as variables for correlations with a range of demographic characteristics, such as age, qualifications, experience, school size and location. School size and the number of students with a diagnosed mental health condition in the school had a small relationship with principals’ attitudes. From the analysis of data from the emotional response scale, it was found that principals’ emotions about inclusion were less positive towards students with disruptive behaviour than towards students with sensory, physical or intellectual disabilities. Overall, principals appeared to hold dichotomous positions in regard to the benefits of inclusion, viewing it as beneficial for students with disruptive behaviour but not for their peers. However, principals who held more positive views were consistently more positive across all measures.

Type
Articles
Copyright
Copyright © The Authors 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Angelides, P. (2012). Forms of leadership that promote inclusive education in Cypriot schools. Educational Management Administration & Leadership, 40, 2136. doi:10.1177/1741143211420614Google Scholar
Armstrong, D., Armstrong, A.C., & Spandagou, I. (2011). Inclusion: By choice or by chance? International Journal of Inclusive Education, 15, 2939. doi:10.1080/13603116.2010.496192Google Scholar
Australian Government Department of Education. (2011). National Safe Schools Framework. Canberra, ACT: Author. Retrieved from http://www.deewr.gov.au/Schooling/NationalSafeSchools/Documents/NSSFramework.pdfGoogle Scholar
Avissar, G., Reiter, S., & Leyser, Y. (2003). Principals’ views and practices regarding inclusion: The case of Israeli elementary school principals. European Journal of Special Needs Education, 18, 355369. doi:10.1080/0885625032000120233Google Scholar
Avramidis, E., Bayliss, P., & Burden, R. (2000a). Student teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16, 277293. doi:10.1016/S0742-051X(99)00062-1Google Scholar
Avramidis, E., Bayliss, P., & Burden, R. (2000b). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20, 191211. doi:10.1080/713663717CrossRefGoogle Scholar
Avramidis, E., Bayliss, P., & Burden, R. (2002). Inclusion in action: An in-depth case study of an effective inclusive secondary school in the south-west of England. International Journal of Inclusive Education, 6, 143163. doi:10.1080/13603110010017169Google Scholar
Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17, 129147. doi:10.1080/08856250210129056CrossRefGoogle Scholar
Bailey, A., Barr, O., & Bunting, B. (2001). Police attitudes toward people with intellectual disability: An evaluation of awareness training. Journal of Intellectual Disability Research, 45, 344350. doi:10.1046/j.1365-2788.2001.00339.xCrossRefGoogle ScholarPubMed
Bailey, J. (2004). The validation of a scale to measure school principals’ attitudes toward the inclusion of students with disabilities in regular schools. Australian Psychologist, 39, 7687. doi:10.1080/00050060410001660371CrossRefGoogle Scholar
Bailey, J., & du Plessis, D. (1997). Understanding principals’ attitudes towards inclusive schooling. Journal of Educational Administration, 35, 428438. doi:10.1108/09578239710184574Google Scholar
Bailey, J., & du Plessis, D. (1998). An investigation of school principals’ attitudes toward inclusion. Australasian Journal of Special Education, 22, 1229. doi:10.1080/1030011980220104Google Scholar
Barnett, C., & Monda-Amaya, L.E. (1998). Principals’ knowledge of and attitudes toward inclusion. Remedial and Special Education, 19, 181192. doi:10.1177/074193259801900306CrossRefGoogle Scholar
Beaman, R., Wheldall, K., & Kemp, C. (2006). Differential teacher attention to boys and girls in the classroom. Educational Review, 58, 339366. doi:10.1080/00131910600748406CrossRefGoogle Scholar
Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent research on troublesome classroom behaviour: A review. Australasian Journal of Special Education, 31, 4560. doi:10.1080/10300110701189014Google Scholar
Bunch, G., & Valeo, A. (2004). Student attitudes toward peers with disabilities in inclusive and special education schools. Disability & Society, 19, 6176. doi:10.1080/0968759032000155640Google Scholar
Bushaw, W.J., & Lopez, S.J. (2010). A time for change: The 42nd Annual Phi Delta Kappa/Gallup Poll of the public's attitudes toward the public schools. Phi Delta Kappan, 92 (1), 926.CrossRefGoogle Scholar
Carter, M., Stephenson, J., & Clayton, M. (2008). Students with severe challenging behaviour in regular classrooms: Support and impacts. Australian Journal of Guidance and Counselling, 18, 141159. doi:10.1375/ajgc.18.2.141Google Scholar
Center, Y., & Ward, J. (1989). Attitudes of school psychologists towards the integration (mainstreaming) of children with disabilities. International Journal of Disability, Development and Education, 36, 117131. doi:10.1080/0156655890360205CrossRefGoogle Scholar
Center, Y., Ward, J., Parmenter, T., & Nash, R. (1985). Principals’ attitudes towards the integration of disabled children into regular schools. Exceptional Child, 32, 149161. doi:10.1080/0156655850320303Google Scholar
Commonwealth of Australia. (1992). Disability Discrimination Act 1992. Canberra: Author.Google Scholar
Commonwealth of Australia. (2006). Disability standards for education 2005. Canberra, Australia: Attorney-General's Department.Google Scholar
Cook, B.G., Landrum, T.J., Tankersley, M., & Kauffman, J.M. (2003). Bringing research to bear on practice: Effecting evidence-based instruction for students with emotional or behavioral disorders. Education & Treatment of Children, 26, 345361.Google Scholar
Cook, B.G., Semmel, M.I., & Gerber, M.M. (1999). Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities: Critical differences of opinion. Remedial and Special Education, 20, 199207. doi:10.1177/074193259902000403Google Scholar
Cook, B.G., Tankersley, M., & Harjusola-Webb, S. (2008). Evidence-based special education and professional wisdom: Putting it all together. Intervention in School and Clinic, 44, 105111. doi:10.1177/1053451208321566Google Scholar
Cornoldi, C., Terreni, A., Scruggs, T.E., & Mastropieri, M.A. (1998). Teacher attitudes in Italy after twenty years of inclusion. Remedial and Special Education, 19, 350356. doi:10.1177/074193259801900605Google Scholar
Costello, A.B., & Osborne, J.W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment, Research & Evaluation, 10 (7).Google Scholar
Cross, D., Epstein, M., Hearn, L., Slee, P., Shaw, T., & Monks, H. (2011). National Safe Schools Framework: Policy and practice to reduce bullying in Australian schools. International Journal of Behavioral Development, 35, 398404. doi:10.1177/0165025411407456Google Scholar
Cumming, T. (2010). Social skills success with student-generated multimedia role plays: A case study. Special Education Perspectives, 19 (1), 614.Google Scholar
D’Alonzo, B.J., Giordano, G., & Cross, T.L. (1996). Improving teachers’ attitudes through teacher education toward the inclusion of students with disabilities into their classrooms. The Teacher Educator, 31, 304312. doi:10.1080/08878739609555123Google Scholar
Day, C. (2007). What being a successful principal really means: An international perspective. Educational Leadership and Administration, 19, 1324, 148.Google Scholar
De Jong, T. (2005). A framework of principles and best practice for managing student behaviour in the Australian education context. School Psychology International, 26, 353370. doi:10.1177/0143034305055979Google Scholar
Drysdale, L., & Gurr, D. (2011). Theory and practice of successful school leadership in Australia. School Leadership & Management, 31, 355368. doi:10.1080/13632434.2011.606273Google Scholar
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). London, UK: Sage.Google Scholar
Gersten, R., & Dimino, J. (2001). The realities of translating research into classroom practice. Learning Disabilities Research & Practice, 16, 120130. doi:10.1111/0938-8982.00013Google Scholar
Graham, L.J. (2008). From ABCs to ADHD: The role of schooling in the construction of behaviour disorder and production of disorderly objects. International Journal of Inclusive Education, 12, 733. doi:10.1080/13603110701683311CrossRefGoogle Scholar
Graham, L.J., & Spandagou, I. (2011). From vision to reality: Views of primary school principals on inclusive education in New South Wales, Australia. Disability & Society, 26, 223237. doi:10.1080/09687599.2011.544062Google Scholar
Graham, L.J., & Sweller, N. (2011). The inclusion lottery: Who's in and who's out? Tracking inclusion and exclusion in New South Wales government schools. International Journal of Inclusive Education, 15, 941953. doi:10.1080/13603110903470046Google Scholar
Gurr, D., Drysdale, L., & Mulford, B. (2005). Successful principal leadership: Australian case studies. Journal of Educational Administration, 43, 539551. doi:10.1108/09578230510625647Google Scholar
Gurr, D., Drysdale, L., & Mulford, B. (2006). Models of successful principal leadership. School Leadership & Management, 26, 371395. doi:10.1080/13632430600886921CrossRefGoogle Scholar
Hair, J.F., Black, W.C., Babin, B.J., & Anderson, R.E. (2010). Multivariate data analysis: A global perspective (7th ed.). Upper Saddle River, NJ: Pearson Education.Google Scholar
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49, 125142. doi:10.1108/09578231111116699Google Scholar
Hallinger, P., & Heck, R.H. (1998). Exploring the principal's contribution to school effectiveness: 1980–1995. School Effectiveness and School Improvement, 9, 157191. doi:10.1080/0924345980090203Google Scholar
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge.Google Scholar
Henson, R.K., & Roberts, J.K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66, 393416. doi:10.1177/0013164405282485Google Scholar
Horner, R.H., & Sugai, G. (2000). School-wide behavior support: An emerging initiative. Journal of Positive Behavior Interventions, 2, 231232. doi:10.1177/109830070000200407Google Scholar
Huber, S.G. (2011). Leadership for learning – Learning for leadership: The impact of professional development. In Townsend, T. & MacBeath, J. (Eds.), International handbook of leadership for learning (Vol. 25, pp. 635652). Dordrecht, the Netherlands: Springer. doi:10.1007/978-94-007-1350-5_36Google Scholar
Kauffman, J.M. (1999). How we prevent the prevention of emotional and behavioral disorders. Exceptional Children, 65, 448468.CrossRefGoogle Scholar
Kern, L., & Manz, P. (2004). A look at current validity issues of school-wide behavior support. Behavioral Disorders, 30, 4759.Google Scholar
Larrivee, B., & Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. Journal of Special Education, 13, 315324. doi:10.1177/002246697901300310Google Scholar
Lewis, T.J., Powers, L.J., Kelk, M.J., & Newcomer, L.L. (2002). Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports. Psychology in the Schools, 39, 181190. doi:10.1002/pits.10029Google Scholar
Loreman, T. (2007). Seven pillars of support for inclusive education. Moving from “Why?” to “How?”. International Journal of Whole Schooling, 3 (2), 2238.Google Scholar
MacBeath, J., & Townsend, T. (2011a). Thinking and acting both locally and globally: What do we know now and how do we continue to improve? In Townsend, T. & MacBeath, J. (Eds.), International handbook of leadership for learning (Vol. 25, pp. 12371254). Dordrecht, the Netherlands: Springer. doi:10.1007/978-94-007-1350-5_66Google Scholar
MacBeath, J., & Townsend, T. (2011b). Leadership and learning: Paradox, paradigms and principles. In Townsend, T. & MacBeath, J. (Eds.), International handbook of leadership for learning (Vol. 25, pp. 125). Dordrecht, the Netherlands: Springer. doi:10.1007/978-94-007-1350-5_1Google Scholar
Michail, S. (2011). Understanding school responses to students’ challenging behaviour: A review of literature. Improving Schools, 14, 156171. doi:10.1177/1365480211407764Google Scholar
Mooney, M., Dobia, B., Power, A., Watson, K., Barker, K., Yeung, A.S., . . . Schofield, J. (2008, November). Why positive behaviour for learning: The how's and why's of translating a US model for local sustainable education. Paper presented at the Annual Conference of the Australian Association for Research in Education, Brisbane. Retrieved from http://www.aare.edu.au/data/publications/2008/moo08423.pdfGoogle Scholar
NSW Government Department of Education and Communities (NSW DEC). (2011). Educational services supporting students with a disability. Retrieved March 28, 2012, from http://www.schools.nsw.edu.au/studentsupport/programs/disability.phpGoogle Scholar
NSW Government Department of Education and Training (NSW DET). (2004). Annual report 2003. Sydney, Australia: Strategic Planning and Regulation, NSW Department of Education and Training.Google Scholar
NSW Government Department of Education and Training (NSW DET). (2005). Annual report 2004. Sydney, Australia: Strategic Planning and Regulation, NSW Department of Education and Training.Google Scholar
NSW Government Department of Education and Training (NSW DET). (2006). Annual report 2005. Sydney, Australia: Strategic Planning and Regulation, NSW Department of Education and Training.Google Scholar
NSW Government Department of Education and Training (NSW DET). (2007). Behaviour services: Guidelines for resource utilisation. Sydney, Australia: Author. Retrieved from http://www.raymondterracertsc.schools.nsw.edu.au/documents/17579001/17579750/Guidelines%20for%20behaviour%20services.pdfGoogle Scholar
NSW Government Department of Education and Training (NSW DET). (2009). Annual report 2009. Sydney, Australia: Strategic Planning and Regulation, NSW Department of Education and Training.Google Scholar
O’Neill, S., & Stephenson, J. (2009). Teacher involvement in the development of function-based behaviour intervention plans for students with challenging behaviour. Australasian Journal of Special Education, 33, 625. doi:10.1375/ajse.33.1.6Google Scholar
Parker, R., & New South Wales Parliament Legislative Council General Purpose Standing Committee No. 2. (2010). The provision of education to students with a disability or special needs (No. 34). Sydney, Australia: Parliament of NSW.Google Scholar
Parkes, S.E., & Thomas, A.R. (2007). Values in action: Observations of effective principals at work. Journal of Educational Administration, 45, 204228. doi:10.1108/09578230710732970CrossRefGoogle Scholar
Pink, B. (2008). Socio-economic indexes for areas (SEIFA) - Technical paper (ABS Cat no. 2039.0.55.001). Canberra: Commonwealth of Australia. Retrieved from http://www.abs.gov.au/AUSSTATS/[email protected]/DetailsPage/2039.0.55.0012006Google Scholar
Praisner, C.L. (2003). Attitudes of elementary school principals toward the inclusion of students with disabilities. Exceptional Children, 69, 135145.CrossRefGoogle Scholar
Roberts, C.M., & Smith, P.R. (1999). Attitudes and behaviour of children toward peers with disabilities. International Journal of Disability, Development and Education, 46, 3550. doi:10.1080/103491299100713Google Scholar
Robinson, V. (2007). School leadership and student outcomes: Identifying what works and why (Vol. 41). Winmalee, NSW: Australian Council for Educational Leaders.Google Scholar
Rose, L.C., & Gallup, A.M. (2002). The 34th Annual Phi Delta Kappa/Gallup Poll of the public's attitudes toward the public schools. Phi Delta Kappan, 84, 4146, 5156.Google Scholar
Rydell, A.-M., & Henricsson, L. (2004). Elementary school teachers’ strategies to handle externalizing classroom behavior: A study of relations between perceived control, teacher orientation and strategy preferences. Scandinavian Journal of Psychology, 45, 93102. doi:10.1111/j.1467-9450.2004.00384.xGoogle Scholar
Scruggs, T.E., & Mastropieri, M.A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958–1995: A research synthesis. Exceptional Children, 63, 5974.Google Scholar
Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition? International Journal of Inclusive Education, 17, 895907. doi:10.1080/13603116.2011.602534Google Scholar
Spandagou, I., Evans, D., & Little, C. (2008, November). Primary education preservice teachers’ attitudes on inclusion and perceptions on preparedness to respond to classroom diversity. Paper presented at the Australian Association for Research in Education, Brisbane, Australia. Retrieved from http://www.aare.edu.au/publications-database.php/5770/Primary-education-preservice-teachers'-attitudes-on-inclusion-and-perceptions-on-preparedness-to-respond-to-classroom-diversityGoogle Scholar
SPSS Inc. (2009). PASW Statistics for Windows (Version 18.0) [Computer software]. Chicago, IL: Author.Google Scholar
Subban, P., & Sharma, U. (2006). Primary school teachers perceptions of inclusive education in Victoria, Australia. International Journal of Special Education, 21 (1), 4252.Google Scholar
Townsend, T. (2011). School leadership in the twenty-first century: Different approaches to common problems? School Leadership & Management, 31, 93103. doi:10.1080/13632434.2011.572419Google Scholar
United Nations Educational, Scientific and Cultural Organization (UNESCO). (1994). The Salamanca statement and framework for action on special needs education. Paris, France: Author.Google Scholar
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2009). Policy guidelines on inclusion in education. Paris, France: Author.Google Scholar
Vinson, T. (2002). Report of the independent inquiry into public education in New South Wales. Sydney, Australia: NSW Teachers Federation.Google Scholar
Wachholz, P., & Christensen, L. (2003). Constructing knowledge together: Implications of teacher research as a professional development model. International Journal of Learning, 10, 10301038.Google Scholar
Ward, J., Center, Y., & Bochner, S. (1994). A question of attitudes: Integrating children with disabilities into regular classrooms? British Journal of Special Education, 21, 3439. doi:10.1111/j.1467-8578.1994.tb00081.xGoogle Scholar
Wei, R.C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad (Technical report). Dallas, TX: National Staff Development Council.Google Scholar
Zollers, N.J., Ramanathan, A.K., & Yu, M. (1999). The relationship between school culture and inclusion: How an inclusive culture supports inclusive education. International Journal of Qualitative Studies in Education, 12, 157174. doi:10.1080/095183999236231Google Scholar