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

Ghaleb H Alnahdi,Susanne Schwab

doi:10.3389/fpsyg.2021.680909

Abstract

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.

Highlights

The inclusion of students with disabilities in regular schools has evolved rapidly over recent decades in Saudi Arabia (Alnahdi et al, 2019) as well as throughout the world
Preparing teachers to work with students with disabilities has been considered in Saudi Arabia, as evident by the expansion of the number of special education departments in universities
Teachers’ attitudes toward inclusive education (e.g., Avramidis and Norwich, 2002; De Boer et al, 2011; Pit-ten Cate et al, 2018; Schwab, 2018) and their level of self-efficacy to teach in inclusive education (e.g., Malinen and Savolainen, 2016; Yada et al, 2019; Savolainen et al, 2020) are important factors for successful inclusive education

Summary

Introduction

The inclusion of students with disabilities in regular schools has evolved rapidly over recent decades in Saudi Arabia (Alnahdi et al, 2019) as well as throughout the world (see e.g., Schwab, 2020 for Europe). One of the challenges of this major change in the education system is determining how to prepare teachers for their new responsibilities and to provide the best possible support for students with special education needs. In this context, it is important to examine what variables influence the implementation of inclusive education. Teachers’ attitudes toward inclusive education (e.g., Avramidis and Norwich, 2002; De Boer et al, 2011; Pit-ten Cate et al, 2018; Schwab, 2018) and their level of self-efficacy to teach in inclusive education (e.g., Malinen and Savolainen, 2016; Yada et al, 2019; Savolainen et al, 2020) are important factors for successful inclusive education (see the review of Mieghem et al, 2018)

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