Understanding attitudes and self-efficacy of in-service teachers and professionals towards inclusive education in the Republic of Armenia
This publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.
The concept and practices of inclusive education have been spreading worldwide for over two decades, pushing governments to adopt child-centered policies and consider basic school education as a fundamental human right for all children. This movement has created mixed attitudes and problematic perceptions among teachers who have to teach children in special needs education. Transitioning from a dual school system to an inclusive one is an ongoing process in the Republic of Armenia and the aim of the current study is to understand the Armenian teachers’ overall attitudes towards inclusive education and their self-efficacy for inclusive practices. А quantitative study was conducted to understand teachers’ attitudes and self-efficacy towards inclusive education. The data was collected from 187 in-service teachers from 11 mainstream schools. The respondents completed a questionnaire on their Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) scale (Forlin, Earle, Loreman & Sharma, 2011) and the Teacher Efficacy for Inclusive Practices (TEIP) scale (Sharma, Loreman, and Forlin, 2011). The analysis revealed that the Armenian teachers’ attitude formation depends on different factors. For example, the higher the level of the inclusive education training was, the more positive were the attitudes. Also, the teachers’ sentiments towards direct contact with children with disabilities were higher than concerns and attitudes. The data also indicated that the teachers’ level of concerns with including learners with disabilities in their classes was mostly dependent on how they felt about implementing the inclusive practices. ...
MetadataShow full item record
- Pro gradu -tutkielmat 
Showing items with similar title or keywords.
A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices Yada, Akie; Alnahdi, Ghaleb H. (Routledge, 2021)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 ...
Teacher efficacy predicts teachers’ attitudes towards inclusion : a longitudinal cross-lagged analysis Savolainen, Hannu; Malinen, Olli-Pekka; Schwab, Susanne (Routledge, 2020)Over the past decades, an abundance of studies have assessed teacher attitudes and self-efficacy beliefs related to inclusive education. However, empirical evidence on the causal relationship between efficacy and attitudes ...
Inclusive education from teachers' perspective : exploring Chilean teachers' attitudes and self-efficacy Kuittinen, Elina (2017)Chile has been moving towards inclusive education. However, there are still many challenges regarding the implementation of inclusion policies. Teachers’ attitudes and self-efficacy are crucial for implementation to be ...
Yada, Akie; Björn, Piia Maria; Savolainen, Pirjo; Kyttälä, Minna; Aro, Mikko; Savolainen, Hannu (Elsevier BV, 2021)This study aims to explore Finnish pre-service teachers' self-efficacy in implementing inclusive education and their resilience. Survey data were collected from 105 pre-service teachers studying in a teacher education ...
Japanese in-service teachers' attitudes towards inclusive education and self-efficacy for inclusive practices Yada, Akie (2015)Although inclusive education has become mainstream in global educational policy, its implementation in national educational policies and in actual practice is often prob-lematic. In Japan, for example, inclusion is relatively ...