Special Education Major or Attitudes to Predict Teachers’ Self-Efficacy for Teaching in Inclusive Education

Autor(en)

Ghaleb H. Alnahdi, Susanne Schwab

Abstrakt

This study aimed to determine the predictors for Saudi Arabian teachers' self-efficacy to work in inclusive education. Five independent variables were tested in this study: attitudes toward inclusive education, participants' educational major, having relative with disability, working with students with disability and gender. Further, predictors of teachers' attitudes toward inclusive education were examined. The sample was 185 elementary-school teachers in Saudi Arabia. The Arabic version of the Teacher Efficacy for Inclusive Practices scale was used to measure self-efficacy. To assess attitudes toward inclusion an Arabic version of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised subscale was used. Results showed teacher attitude toward inclusion are strongly linked with teachers' self-efficacy to work in inclusive classrooms. Further, participants with a relative with a disability showed more positive attitudes for inclusive education. Levels of self-efficacy were unaffected by gender, having a special education degree, or having a relative with a disability. In sum, this study highlighted the importance of teachers' attitudes toward inclusive education as a main predictor of teachers' self-efficacy.

Organisation(en)

Institut für Lehrer*innenbildung, Institut für Bildungswissenschaft

Externe Organisation(en)

Prince Sattam Bin Abdulaziz University

Journal

Frontiers in Psychology

Band

12

Anzahl der Seiten

8

ISSN

1664-1078

DOI

https://doi.org/10.3389/fpsyg.2021.680909

Publikationsdatum

06-2021

Peer-reviewed

Ja

ÖFOS 2012

503034 Inklusive Pädagogik

Schlagwörter

ASJC Scopus Sachgebiete

Allgemeine Psychologie

Sustainable Development Goals

SDG 4 – Hochwertige Bildung

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/ac5af123-4e15-4e32-ac46-d711e0a938a5