A1 Journal article (refereed)
Japanese and Finnish teachers’ perceptions and self‐efficacy in inclusive education (2019)


Yada, Akie; Savolainen, Hannu (2019). Japanese and Finnish teachers’ perceptions and self‐efficacy in inclusive education. Journal of Research in Special Educational Needs, 19 (S1), 60-72. DOI: 10.1111/1471-3802.12478


JYU authors or editors


Publication details

All authors or editors: Yada, Akie; Savolainen, Hannu

Journal or series: Journal of Research in Special Educational Needs

eISSN: 1471-3802

Publication year: 2019

Volume: 19

Issue number: S1

Pages range: 60-72

Publisher: Wiley-Blackwell Publishing Ltd.

Publication country: United Kingdom

Publication language: English

DOI: http://doi.org/10.1111/1471-3802.12478

Open Access: Publication channel is not openly available


Abstract

It has been indicated that teachers’ perceptions of the most suitable educational environment for students with different disabilities depends on the type and severity of students’ disability. Although the perceptions are found to be different by country, research comparing Japanese teachers’ perceptions and perceptions of teachers from other countries is limited. In addition, much less is known about relationships between the perceptions and teachers’ self‐efficacy (TSE). This study examines whether teachers’ perceptions differ by country (Japan and Finland), severity of disability and disability type. Moreover, the correlations between perceptions and self‐efficacy for inclusive practices are investigated. Quantitative data were collected through a survey from 359 Japanese and 872 Finnish teachers. The first finding on teachers’ perceptions is that Finnish teachers’ overall perceptions were more inclusive than those of Japanese teachers’. Second, the teachers in both countries preferred segregated environments for students with severe disabilities more than for students with moderate disabilities. Finally, teachers’ perceptions were different depending on students’ type of disability in both countries. Correlations between teachers’ perceptions and self‐efficacy showed that teachers with high self‐efficacy recommended more inclusive placements in both Japan and Finland. However, TSE was correlated only with perceptions of students with moderate disabilities in Japan. These findings mean that even the Japanese teachers with high self‐efficacy thought that students with severe disabilities were better educated in segregated educational settings. The findings are discussed from the viewpoint of sociocultural contexts, which offers useful insights for developing inclusive education.


Keywords: education and training; social inclusion; teachers; comparative research

Free keywords: inclusive education; teachers; perceptions; self‐efficacy; comparative analysis


Contributing organizations


Ministry reporting: Yes

Reporting Year: 2019

JUFO rating: 1


Last updated on 2020-09-07 at 11:53