Abstract
This study aims to determine the differences in levels of self-efficacy toward inclusion in general physical education (PE) classes among Saudi pre-service PE teachers. It also aims to evaluate the effect of independent variables with the covariate of attitude scores on participants’ self-efficacy toward including students with intellectual disabilities (ID), physical disabilities (PD), and visual impairments (VI). In total, 260 pre-service PE teachers enrolled in a university in Saudi Arabia completed the Arabic version of the self-efficacy scale for a physical education teacher education major toward children with disabilities. Repeated-measures multivariate analysis of covariance (MANCOVA) revealed that self-efficacy was highest towards including students with intellectual disability in general PE class and lowest towards students with physical disabilities. Having previous experience of observing a PE teacher teaching a student with a disability significantly influenced participants’ self-efficacy. Participants’ attitudes toward inclusion were only significant with participants’ self-efficacy toward students with physical disabilities. The findings suggest that observing a role model significantly predicts self-efficacy toward the inclusion of students with a disability.
Highlights
The United Nations Sustainable Development Goal Four (SDG-4) aims to ensure inclusive and equitable quality education for all [1]
One item related to the visual impairment subscale (i.e., ‘How confident are you in your ability to look for Ahmed’s peers to help him during the fitness test?’) was deleted because its loading was less than 0.30 [34]
This study focused on two research objectives: (a) determining the differences in levels of self-efficacy of Saudi pre-service physical education (PE) teachers toward inclusion of students with intellectual disabilities, physical disabilities, and visual impairments; and (b) evaluating the effects of independent variables with covariates of attitude on participants’ self-efficacy scores for including students with different disabilities in general PE settings
Summary
The United Nations Sustainable Development Goal Four (SDG-4) aims to ensure inclusive and equitable quality education for all [1]. It is focused on providing high-quality education and ensuring that all students (including those with disabilities) are provided with highly motivated, well-supported, and well-qualified teachers [2]. Qualified and well-prepared teachers are vital in implementing a successful inclusive education [3]. Implementing inclusive education effectively to improve student outcomes as well as enhancing teachers’ self-efficacy when teaching inclusive classes remains challenging. Pre-service physical education (PE) teachers’ self-efficacy towards inclusive education, and determining the most effective drivers of this population’s self-efficacy, is necessary to ensure that they successfully understand the philosophy of inclusion and are able to become successful practitioners on inclusive education in real-world educational contexts [5], which corresponds to education for sustainable development [1]
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