A1 Journal article (refereed)
Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education (2022)

Yada, A., Leskinen, M., Savolainen, H., & Schwab, S. (2022). Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education. Teaching and Teacher Education, 109, Article 103521. https://doi.org/10.1016/j.tate.2021.103521

JYU authors or editors

Publication details

All authors or editors: Yada, Akie; Leskinen, Markku; Savolainen, Hannu; Schwab, Susanne

Journal or series: Teaching and Teacher Education

ISSN: 0742-051X

eISSN: 1879-2480

Publication year: 2022

Volume: 109

Article number: 103521

Publisher: Elsevier

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1016/j.tate.2021.103521

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/78256

Abstract

This meta-study aims to examine the size of the relationship between teachers' self-efficacy and attitudes toward inclusive education of K-12 students with special educational needs and to identify potential moderators (publication, sample, and research procedure characteristics). We synthesized the research conducted from 1994 to 2018, and 41 studies were included. Bare-bones meta-analysis with random effect model revealed a sample size weighted correlation coefficient between teachers’ self-efficacy and attitudes as r¯ = 0.35 (CI = 0.31-0.39). The between-study variations were not associated with hypothesized publication and sample characteristics. However, the self-efficacy measurement method accounted for a statistically significant strength of association.

Keywords: special education (upbringing); inclusion; teachers; self-efficacy; attitudes; meta-analysis

Free keywords: Inclusive education

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 3