A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices (2021)
Yada, A., & Alnahdi, G. H. (2021). A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices. Educational Studies, Early online. https://doi.org/10.1080/03055698.2021.1969646
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Yada, Akie; Alnahdi, Ghaleb H.
Lehti tai sarja: Educational Studies
ISSN: 0305-5698
eISSN: 1465-3400
Julkaisuvuosi: 2021
Ilmestymispäivä: 31.08.2021
Volyymi: Early online
Kustantaja: Routledge
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1080/03055698.2021.1969646
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/77644
Tiivistelmä
Although providing equal educational opportunity for all children is the common goal for inclusive education around the world, the way of implementation is influenced by cultural, historical, and socioeconomic factors of each country. This study aims to compare Saudi and Japanese teachers’ attitudes and self-efficacy in inclusive education. Data were collected from 185 Saudi and 359 Japanese in-service teachers using a survey. Quantitative analysis revealed that there was no difference between Saudi and Japanese teachers’ attitudes towards including students with disabilities. The Japanese teachers’ overall self-efficacy was lower than that of the Saudi teachers, but this result was discussed with consideration to the modesty bias prevalent in Japanese culture. The findings provide useful insights for developing pre-service and in-service teacher education, where skills considering managing student behaviour and collaboration need to be more emphasised in Saudi Arabia and knowledge of policies regarding inclusive education should be stressed in Japan.
YSO-asiasanat: erityiskasvatus; inkluusio; luokanopettajat; asenteet; minäpystyvyys; vertaileva tutkimus
Vapaat asiasanat: inclusive education; teacher; attitude; self-efficacy; comparative study
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2022
JUFO-taso: 1