Alnahdi Ghaleb H, Schwab Susanne
Department of Special Education, College of Education, Prince Sattam Bin Abdulaziz University, Alkharj, Saudi Arabia.
Centre for Teacher Education, University of Vienna, Vienna, Austria.
Front Psychol. 2021 Jun 30;12:680909. doi: 10.3389/fpsyg.2021.680909. eCollection 2021.
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.
本研究旨在确定沙特阿拉伯教师在全纳教育中工作的自我效能感的预测因素。本研究测试了五个自变量：对全纳教育的态度、参与者的教育专业、有残疾亲属、与残疾学生一起工作以及性别。此外，还研究了教师对全纳教育态度的预测因素。样本为沙特阿拉伯的185名小学教师。使用《全纳教育实践教师效能感量表》的阿拉伯语版本来测量自我效能感。为了评估对全纳教育的态度，使用了《关于全纳教育的情感、态度和关注修订子量表》的阿拉伯语版本。结果表明，教师对全纳教育的态度与教师在全纳课堂中工作的自我效能感密切相关。此外，有残疾亲属的参与者对全纳教育表现出更积极的态度。自我效能感水平不受性别、拥有特殊教育学位或有残疾亲属的影响。总之，本研究强调了教师对全纳教育的态度作为教师自我效能感主要预测因素的重要性。
