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 toimittajatYada, Akie; Alnahdi, Ghaleb H.

Lehti tai sarjaEducational Studies

ISSN0305-5698

eISSN1465-3400

Julkaisuvuosi2021

Ilmestymispäivä31.08.2021

VolyymiEarly online

KustantajaRoutledge

JulkaisumaaBritannia

Julkaisun kielienglanti

DOIhttps://doi.org/10.1080/03055698.2021.1969646

Julkaisun avoin saatavuusAvoimesti saatavilla

Julkaisukanavan avoin saatavuusOsittain 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-asiasanaterityiskasvatusinkluusioluokanopettajatasenteetminäpystyvyysvertaileva tutkimus

Vapaat asiasanatinclusive education; teacher; attitude; self-efficacy; comparative study


Liittyvät organisaatiot

JYU-yksiköt:


OKM-raportointiKyllä

Raportointivuosi2022

JUFO-taso1


Viimeisin päivitys 2024-25-03 klo 10:38