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The aim of this study is to investigate the relationship between teachers’ self-efficacy beliefs and efficacy for inclusion education. Study participants included a total of 1204 teachers taken from preschool, classroom, subject-matter and special-education departments from schools in four different geographical regions of Turkey. Data were collected using the Teachers Sense of Efficacy (TSE) Scale and the Teacher Efficacy for Inclusion Practices (TEI) Scale. The results revealed a significant relationship between the teachers’ self-efficacy beliefs and efficacy for inclusion. The levels of self-efficacy and efficacy regarding the inclusion of the teachers were higher for female teachers, experienced teachers, teachers who had taken previous courses about special education, and the teachers who have previously interacted with an individual with special needs. In addition, the efficacy level of novice teachers regarding inclusion was found to be higher than that of more experienced teachers.
British Educational Research Journal
Developing Teacher Self Efficacy for Inclusive Education: A comparative study of the impact of enhanced input on inclusion at pre-service and induction phases on the self-efficacy of beginning teachers to work effectively with children with special educational needs2019 •
There is a well‐founded assumption in the literature that the first year of teaching presents challenges to beginning teachers. However, few studies have looked empirically at how beginning teacher perceptions about teaching ability change from the pre‐service to the novice teacher year. This is particularly the case for inclusive education, where no substantive empirical studies have measured such a change in teacher perceptions across these phases of teacher development. This study tracks changes in the perceived self‐efficacy of teachers in relation to working effectively with children with special educational needs (n = 67) following an inclusion‐enhancement programme in the pre‐service phase and enriched induction on inclusion in the novice teacher phase. The study employed a repeated panel survey design with an intervention and comparison group. A critique is made of the domain specificity of current measures used for considering self‐efficacy for inclusion, and an alternative approach proposed. Results indicate that there were relative gains in self‐efficacy from the start to the end of the pre‐service teacher year due to the enhancement programme, and that these gains were maintained in the novice teacher year. However, there was no evidence that the induction enrichment had any impact on self‐efficacy in this domain. Implications for the timing and intensity of induction for beginning teachers, as well as for future research directions on teacher education, are considered.
The study undertaken explored the Hypothesis is there a significant relationship between teacher self-efficacy and teacher’s self-efficacy for inclusive practices. A survey was used incorporating a demographic questionnaire in which 102 teacher participants took part. The results were collected and analysed using SPSS, the findings were then used to test two hypothesis: Is there a relationship between years of experience teaching and teacher self-efficacy for inclusive practices with students with special needs? Is there a relationship between Qualifications and Teachers sense of efficacy for inclusive practices with students with special needs? The dependent variables involved were the two Questionnaires. The first being the Teachers sense of efficacy Scale (TSES) as designed by Tschannen-Moran & Woolfolk Hoy(2001), and a modified short scale of the Teachers Efficacy scale renamed the Teachers sense of efficacy scale for inclusive practices (TSEIP). The independent variables were the years of service of the teachers, and qualifications. The results supported the hypothesis that there would be a relationship between the TSEIP and Qualifications. The second Hypothesis that years of teaching experience had a relationship with the TSEIP was not supported. Keywords: Teacher sense of Efficacy, SEN, Inclusion, TSES, TSEIP
2022 •
Teachers’ self-efficacy is important as it affects their views on their ability to teach. In special education, self-efficacy is particularly critical because it helps teachers understand and assist students with special educational needs (SEND). The main objective of the current study was to examine special and general education teachers’ self-efficacy for inclusive practices at Greek secondary education schools and how teachers’ age, gender, teaching experience, and training affect their self-efficacy for inclusive practices. The current research is primary, quantitative, correlational, between and within groups, and has a non-experimental design. A sample was conducted by 265 general and special education teachers. The Teacher Efficacy for Inclusive Practices (TEIP) scale was used to measure teachers’ perceived self-efficacy to implement inclusive classroom practices. Results indicated that teachers of special education presented higher efficacy in using inclusive instructions, collaborating, and dealing with disruptive behaviors. The training was considered a significant factor that affected attitudes of self-efficacy towards inclusive practices. Demographic characteristics, such as age and gender, do not seem to be significant factors in the formation of self-efficacy towards inclusive practices, while the effect of teaching experience in special education was statistically significant on all components of the self-efficacy scale
Paidéia (Ribeirão Preto)
Sources of Teacher Self-Efficacy in Teacher Education for Inclusive Practices2021 •
Self-efficacy concerns the individual’s beliefs in their ability to perform certain activities and influences the level of determination and effort involved. This study aimed to investigate whether teacher education courses for inclusive practices, involving sources of self-efficacy, produce effects on teacher self-efficacy. Thirty-six teachers participated; part of them took part in the course on inclusion of students with intellectual disabilities and the others on inclusion of students with giftedness. The courses stood out for their indissolubility between theory and practice and joint reflexive analysis of videos with successful inclusive educational situations, in order to involve social persuasion and vicarious experiences. The effects of the teacher education were evaluated with the Teacher Efficacy for Inclusive Practices Scale, in the versions Intellectual Disability and Giftedness. The results revealed that there was an increase in teachers’ self-efficacy, in order to ind...
This research examines the influence of teachers' perception of self-efficacy (TPSE) on their attitudes towards inclusion (TATI). Data were collected from a sample of 224 elementary-school teachers in the country were the research was conducted. A path analysis procedure was employed to test the mediating effect of background variables, job variables, organizational variables, and TPSE on TATI. Results indicated that the most influential factor for predicting TATI is their perception of professional self-efficacy (PSE) concerning pedagogical issues. A Teacher who shows positive attitudes towards social inclusion is one who has high levels of TPSE, is well educated, but has less work experience. Thus, the teacher who shows positive attitudes towards the achievement component of TATI is-and must be-a teacher with high levels of pedagogical self-efficacy. Theoretical Background This research examines the influence of teachers' perception of self-efficacy (TPSE) on their attitudes towards inclusion (TATI). Data were collected from a sample of 224 elementary-school teachers in the country were the research was conducted. A path analysis procedure was employed to test the mediating effect of background variables, job variables, organizational variables, and TPSE on TATI. Results indicated that the most influential factor for predicting TATI is their perception of professional self-efficacy (PSE) concerning pedagogical issues. A Teacher who shows positive attitudes towards social inclusion is one who has high levels of TPSE, is well educated, but has less work experience. Thus, the teacher who shows positive attitudes towards the achievement component of TATI is-and must be-a teacher with high levels of pedagogical self-efficacy. In the country were the research was conducted, the Special Education Law and inclusion program (1988) [5] brought a major change to the inclusion of children with special needs in mainstream schools. Some researchers have attempted to understand the teachers' attitudes towards inclusion in the country were the research was conducted [6]. However, to date, no studies in the country were the research was conducted have addressed the issue of the role of teachers' self-efficacy as a predictor of teachers' attitudes towards inclusion. Inclusion It is yet unclear whether inclusive education is effective in terms of promoting positive educational and social outcomes, due to mixed results and a lack of well-designed studies in this area [7]. Thus, some evidence has been provided, showing that students with special-education needs included in the general education classroom benefit from such settings compared to students in segregated and withdrawal settings [8].
British Educational Research Journal
A comparative study of the impact of enhanced input on inclusion at pre‐service and induction phases on the self‐efficacy of beginning teachers to work effectively with children with special educational needsİlköğretim Online
The perceptions of pre and in-service teachers’ self-efficacy regarding inclusive practices: A systematised review2020 •
European Journal of …
Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education2012 •
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 these countries. A sample of 319 South African and 822 Finnish primary and secondary education teachers completed a questionnaire containing a scale measuring sentiments, attitudes and concerns on inclusive education as well as a scale measuring teachers’ self-efficacy in implementing inclusive practices. A comparative analysis indicated that whereas the overall sentiments towards disabilities were positive in both countries, teachers had many concerns about the consequences of including children with disabilities in their classrooms. While the most positive aspect of self-efficacy among the South African teachers was their self-efficacy in managing behaviour, the Finnish teachers saw this as their weakest point. Self-efficacy, in particular efficacy in collaboration, was clearly related to overall attitudes towards inclusion. The implications of these findings for pre-service and in-service teacher education are discussed.
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