A study of teacher attitudes that affect the quality of education for exceptional students

A stratified random sample involving 36 secondary schools in Tennessee Congressional Districts, 1, 2, and 3 was chosen for this study. Twelve schools were selected to participate from each of the three Districts with approximately 67 percent being in county systems and 33 percent city. Of the 36 schools asked to participate, 27 agreed to do so, and 25 actually responded. The total teacher population of these 25 schools was 761, and of that number, there was a return rate of 371, 49 percent. The 347 usable responses were 46 percent of the teacher population of the responding 25 schools. Therefore, the response rate was acceptable.

To facilitate understanding of the seven-point scale for the semantic differential, 1.00 to 1.99 and 7.00 were interpreted as "very closely related" to the concept; 2.00 to 2.99 and 6.00 to 6.99 denoted "quite closely related" to the concept; 3.00 to 3.99 and 5.00 to 5.99 indicated "only slightly related" to the concept; and 4.00 to 4.99 was neutral. Evaluation, potency, and activity were the three areas used to ascertain teacher attitudes towards exceptional students. The evaluation area designated worth; potency was the capacity for development; and activity was the normal power of mind or body. The designation of attitudes was based on the evaluation ratings.

The following conclusions can be drawn from the study.

1. Negative attitudes toward exceptional students are most strongly associated with youth and inexperience, and positive attitudes are most strongly associated with age and experience. These negative attitudes could be caused by feelings of inadequacy, while the positive attitudes may stem from a sense of professional dedication to teaching all students.

2. Seventy-eight percent of the teachers indicated inadequate training to teach handicapped students. Teachers who had taken no academic courses in special education were more negative than those who had taken several courses. Teachers with bachelor's degrees had more negative attitudes toward exceptional students than teachers with master's or specialist's degrees. These negative attitudes may be caused by insecurity engendered by a lack of adequate training to teach handicapped students. Teachers' earning higher educational degrees and taking special education courses should yield more positive attitudes.

3. Female teachers who had taught exceptional students indicated more negative attitudes than their male counterparts. Yet, male teachers who had not taught exceptional students were more negative toward the exceptionalities than were their female counterparts. It would seem that after exposure to a situation, male teachers are more positive than female teachers. Male teachers might be less deterred by disciplinary problems which could arise with exceptional students.

4. Having a handicapped family member is positively associated with teachers' favorable attitudes toward exceptional students. It would appear that frequent contact in a personal relationship makes for positive attitudes. These teachers might transfer their acceptance of a handicapped family member to exceptional students.

5. Teachers appear unaware of supportive services afforded by their school districts. This lack of awareness could further damage the quality of education for exceptional students. Creation of an awareness of supportive services and their subsequent utilization could yield more positive teacher attitudes toward exceptional students.

6. Teachers who taught music and art indicated negative attitudes toward exceptional students. Their attitudes might arise from being accustomed to the "perfection" of their art forms, and obvious imperfections in students might create discomfort. If these teachers could be helped to strive for improvement in individual students, rather than "perfection," their attitudes might become more positive.

7. This study revealed that mainstreaming is best served by teachers who have taught exceptional students, are 41 to 50 years of age, have 20 or more years of experience, have earned higher academic degree levels, have had several courses in special education, are male, have a handicapped family member, and are aware of supportive services. The greater the number of these characteristics possessed by a teacher, the more positive the attitude toward exceptional students.