Olli‐Pekka Malinen
Biographic Data
| ID | 6155369 |
|---|---|
| NAME | Olli‐Pekka Malinen |
| GIVEN NAMES | Olli‐Pekka |
| FAMILY NAME | Malinen |
| SIGNATURE | MALINEN O P |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-8045-041X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 145 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Predictors of teachers’ inclusive practices
We examined the longitudinal relationship between teachers’ affective attitudes towards inclusive education, subjective norms about inclusive practices, self-efficacy, intentions to use inclusive practices, and their inclusive practices. The study used Ajzen’s Theory of Planned Behaviour (TPB) and focused on two domains: personalised instructional practices and collaboration and assessment practices. We analysed longitudinal survey data consistin…
Applying the theory of planned behaviour to examine teachers' intentions to teach in inclusive classrooms and their inclusive practices
Given the vital role of teachers in inclusive education, there has been growing interest in teacher‐related factors that influence their intentions to teach in inclusive classrooms and their inclusive practices. Based on Ajzen's theory of planned behaviour, we investigated the relationship between teachers’ affective attitudes towards inclusive education, subjective norms about inclusive practices, self‐efficacy beliefs, intentions to teach in in…
Knowledge Diplomacy in the De-Risking Context
The de-risking strategy rolled out by the European Union (EU) in 2023 was a major historical event for EU-China relations in higher education. In this study, 40 international education professionals from both China and the EU were interviewed to glean an understanding of what potential impact the policy may have on EU-China relations in higher education. Using knowledge diplomacy as a theoretical lens, this study aims to examine whether the highe…
A comparative study of early childhood education and care national documents between China and Finland
Early childhood education and care (ECEC) serves as a crucial foundation for children’s holistic growth and lifelong learning. Despite its significance, comparative analyses of leading ECEC documents across cultures remain limited. To address this gap, our study conducts a comparative analysis to identify key aspects and examine similarities and differences in national ECEC documents from China and Finland. Methodologically, we used a triangle of…
Learning to Co-Teach
Research on how teachers learn to co-teach is scarce. In this systematic review, the PRISMA method was used to examine the relationship between teacher learning and co-teaching in professional development programmes. Inclusion criteria was used to identify 567 articles on K–12 co-teaching, published in 2009–2018. A detailed analysis of nine articles revealed that the linkage between co-teaching and teacher learning remained narrow. Various progra…
Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes
Recent quantitative research showcased Finnish primary teachers' reluctance toward inclusive education. This study examines Finnish primary classroom teachers' perceptions of inclusive education and its relationship relative to separate special education settings in Finland. Thematic analysis is used to analyse interview data collected from five mainstream classroom teachers and five special education classroom teachers working in two regular sch…
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour
Using a sample of 384 Finnish teachers, in this study we explored how teachers' attitudes towards inclusive education, self-efficacy, and collective efficacy in behaviour management affect their behaviours in teaching appropriate behaviours to students, and how teachers' attitudes, self-efficacy, and collective efficacy mediate the effect of background variables on teacher behaviour. The results revealed that teachers’ self-efficacy and collectiv…
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A …
Teachers' self-efficacy and the sources of efficacy
The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout
Exploring teacher self-efficacy for inclusive practices in three diverse countries
Beijing in-service teachers' self-efficacy and attitudes towards inclusive education
Understanding teachers’ attitudes and self-efficacy in inclusive education
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in t…
Exploring teacher self-efficacy for inclusive practices in three diverse countries
The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout
Beijing in-service teachers' self-efficacy and attitudes towards inclusive education
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A …
Teachers' self-efficacy and the sources of efficacy
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour
Using a sample of 384 Finnish teachers, in this study we explored how teachers' attitudes towards inclusive education, self-efficacy, and collective efficacy in behaviour management affect their behaviours in teaching appropriate behaviours to students, and how teachers' attitudes, self-efficacy, and collective efficacy mediate the effect of background variables on teacher behaviour. The results revealed that teachers’ self-efficacy and collectiv…
Understanding teachers’ attitudes and self-efficacy in inclusive education
Although there are clear differences in national policies regarding inclusive education, the international debate has not fully considered their impact on implementation within different countries, for example on teacher education. This paper reports on results from a comparative study of in-service teachers’ attitudes and self-efficacy in implementing inclusive practices in South Africa and Finland and its implications for teacher education in t…
Beijing in-service teachers' self-efficacy and attitudes towards inclusive education
Exploring teacher self-efficacy for inclusive practices in three diverse countries
The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout
Teachers' self-efficacy and the sources of efficacy
Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis
Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes is still rare and inconclusive. Therefore, the present study focused on identifying the interdependent relationship between teachers’ attitudes and their self-efficacy beliefs using a cross-lagged panel design path analysis. A …
Exploring the role of teachers’ attitudes towards inclusive education, their self-efficacy, and collective efficacy in behaviour management in teacher behaviour
Using a sample of 384 Finnish teachers, in this study we explored how teachers' attitudes towards inclusive education, self-efficacy, and collective efficacy in behaviour management affect their behaviours in teaching appropriate behaviours to students, and how teachers' attitudes, self-efficacy, and collective efficacy mediate the effect of background variables on teacher behaviour. The results revealed that teachers’ self-efficacy and collectiv…
A comparative study of early childhood education and care national documents between China and Finland
Early childhood education and care (ECEC) serves as a crucial foundation for children’s holistic growth and lifelong learning. Despite its significance, comparative analyses of leading ECEC documents across cultures remain limited. To address this gap, our study conducts a comparative analysis to identify key aspects and examine similarities and differences in national ECEC documents from China and Finland. Methodologically, we used a triangle of…
Learning to Co-Teach
Research on how teachers learn to co-teach is scarce. In this systematic review, the PRISMA method was used to examine the relationship between teacher learning and co-teaching in professional development programmes. Inclusion criteria was used to identify 567 articles on K–12 co-teaching, published in 2009–2018. A detailed analysis of nine articles revealed that the linkage between co-teaching and teacher learning remained narrow. Various progra…
Can separate special education settings still be perceived as inclusive? A critical examination of finnish primary teachers’ attitudes
Recent quantitative research showcased Finnish primary teachers' reluctance toward inclusive education. This study examines Finnish primary classroom teachers' perceptions of inclusive education and its relationship relative to separate special education settings in Finland. Thematic analysis is used to analyse interview data collected from five mainstream classroom teachers and five special education classroom teachers working in two regular sch…
Knowledge Diplomacy in the De-Risking Context
The de-risking strategy rolled out by the European Union (EU) in 2023 was a major historical event for EU-China relations in higher education. In this study, 40 international education professionals from both China and the EU were interviewed to glean an understanding of what potential impact the policy may have on EU-China relations in higher education. Using knowledge diplomacy as a theoretical lens, this study aims to examine whether the highe…
Predictors of teachers’ inclusive practices
We examined the longitudinal relationship between teachers’ affective attitudes towards inclusive education, subjective norms about inclusive practices, self-efficacy, intentions to use inclusive practices, and their inclusive practices. The study used Ajzen’s Theory of Planned Behaviour (TPB) and focused on two domains: personalised instructional practices and collaboration and assessment practices. We analysed longitudinal survey data consistin…
Applying the theory of planned behaviour to examine teachers' intentions to teach in inclusive classrooms and their inclusive practices
Given the vital role of teachers in inclusive education, there has been growing interest in teacher‐related factors that influence their intentions to teach in inclusive classrooms and their inclusive practices. Based on Ajzen's theory of planned behaviour, we investigated the relationship between teachers’ affective attitudes towards inclusive education, subjective norms about inclusive practices, self‐efficacy beliefs, intentions to teach in in…
Psychology (10 works) · Social Psychology (8 works) · Teacher Education and Leadership Studies (8 works) · Self-efficacy (7 works) · Collaborative Teaching and Inclusion (6 works) · Pedagogy (6 works) · Social Psychology (6 works) · Mathematics education (5 works) · Political science (5 works) · Sociology (5 works)