School climate as predictor of teachers’ capacity to meet the educational needs of adopted children in Italy

Cinzia Novara, Michela Lenzi, Massimo Santinello

Risultato della ricerca: Articlepeer review

1 Citazioni (Scopus)

Abstract

The current study examines the association between different components of school climate (teacher–principal and teacher–parent relationships, parents’ involvement in school activities,connection between school and the local services) and teachers’ competences and knowledge regarding the adoption experience.Participants were 573 teachers (95.7% women; mean age = 47.06, SD = 8.66, ranging between 25 and 65) residing in three Italian regions characterised by rates of international adoptions that are higher than the national average. The association between school climate and teachers’ knowledge and competences on adoption was evaluated via independent multiple logistic regression analyses. Findings show that three of the components of school climate under examination are associated to teachers’ knowledge and competences regarding the adoption experience. Thus, interventions aimed at improving school climate hold promise for promoting teachers’ capacity to handle the challenges of the adoption process.
Lingua originaleEnglish
pagine (da-a)310-328
Numero di pagine19
RivistaInternational Journal of Inclusive Education
Volume24
Stato di pubblicazionePublished - 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Arts and Humanities (miscellaneous)

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