Pre-service physical education teachers’ attitude toward, and self-efficacy in, inclusive physical education: Measurement invariance and influence factors

Abstract

In this study the measurement invariance of a scale designed for assessing pre-service and in-service physical education (PE) teachers' (N = 362; N = 829) attitude toward inclusive PE and differences in that attitude were determined. Further analyses indicate that intensity of contact with people with disabilities had a positive effect on pre-service PE teachers’ attitude toward, and self-efficacy in, inclusive PE. The number of semesters completed of teacher training programs had a negative effect on self-efficacy; this effect was not found in pre-service PE teachers in a special education degree program. Finally, an empirical and theoretical differentiation of phase-specific self-efficacy dimensions is discussed.