Sentimientos, actitudes y preocupaciones hacia la inclusión en docentes de Lima Metropolitana

Abstract

INTRODUCTION. Aspects related to the teacher's attitude can influence their way of acting towards the implementation of inclusive education. OBJECTIVE. Compare the feelings, attitudes and concerns towards inclusive education in teachers of educational institutions of Metropolitan Lima, according to their sex, level of education and type of institution. METHOD. A study with a non-experimental, descriptive, comparative and cross-sectional design, which had a sample of 181 teachers, in whom the SACIE-R scale, Spanish version, consisting of 12 items, was applied. Statistical analysis used the U Mann-Whitney and Kruskal Wallis tests with significance of 5%. RESULTS. The total scores obtained with the SACIE-R scale were higher in males, secondary education and the public sector, however a significant difference was only found for the level of education (p = 0.001). No significant differences were found for attitudes; feelings are more positive in boys (p = 0.037) and secondary education teachers (p = 0.021); and concerns are greater among secondary education teachers (p = 0.031). DISCUSSION AND CONCLUSIONS. According to the SACIE-R scale, the gender of the teacher and the level of teaching determine significant differences in the feelings and concerns of the teachers surveyed.