Different Processes Towards Inclusion: A Cross-Cultural Investigation of Teachers’ Self-Efficacy in Japan and Finland
Julkaistu sarjassa
JYU dissertationsTekijät
Päivämäärä
2020Tekijänoikeudet
© The Author & University of Jyväskylä
This dissertation aims to examine inclusive education from teachers’ points of view in Japan and Finland. Specifically, it has three aims: a) to examine how teachers’ self-efficacy for inclusive practices relates to teachers’ attitudes towards inclusive education; b) to assess how teachers’ demographic variables influence their self-efficacy and attitudes; and c) to identify sources of teachers’ self-efficacy that might affect their efficacy beliefs in implementing inclusive education. Data were obtained from a total of 620 Japanese and 1995 Finnish teachers through a survey questionnaire and analysed using statistical methods. The analyses revealed that teachers’ self-efficacy for inclusive practices affected their attitudes positively in both Japan and Finland. In addition, teachers’ experience in teaching students with disabilities had a positive effect on their self-efficacy and attitudes in both countries. However, there were some differences between Japan and Finland. First, teachers’ teaching careers predicted their self-efficacy only in Japan; elder teachers were more confident in Japan, but there was no difference between novice and experienced teachers in Finland. Second, the teachers’ teaching careers had a negative effect on their attitudes only in Finland; elder Finnish teachers held more negative attitudes towards inclusive education. Finally, the amount of inclusive education training affected teachers’ self-efficacy and attitudes positively only in Finland. In regard to the four sources of self-efficacy proposed by Bandura (1997), mastery experience had the strongest independent positive effect on self-efficacy in the two countries. Verbal persuasion made a small but significant contribution to self-efficacy in both countries; however, the effect was positive in Finland but negative in Japan. Further, the four sources of self-efficacy explained 54% of variance in teachers’ self-efficacy in the Finnish sample but 15% in the Japanese sample, indicating there may be other sources that influence self-efficacy in Japan. Overall, the findings of this thesis confirm that teachers’ self-efficacy for inclusive practices was positively associated with their attitudes. Moreover, how teachers’ demographic variables and their sources of self-efficacy predicted their efficacy beliefs differ by country, which emphasises the importance of studying inclusive education within cross-cultural frameworks, taking in to account cultural, historical, political and societal contexts.
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Julkaisija
Jyväskylän yliopistoISBN
978-951-39-8073-3ISSN Hae Julkaisufoorumista
2489-9003Julkaisuun sisältyy osajulkaisuja
- Artikkeli I: Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222-229. DOI: 10.1016/j.tate.2017.02.005. JYX: jyx.jyu.fi/handle/123456789/53337.
- Artikkeli II: Yada, A., Tolvanen, A., & Savolainen, H. (2018). Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland : A comparative study using multi-group structural equation modelling. Teaching and Teacher Education, 75, 343-355. DOI: 10.1016/j.tate.2018.07.011. JYX: jyx.jyu.fi/handle/123456789/60218.
- Artikkeli III: Yada, A., Tolvanen, A., Malinen, O.-P., Imai-Matsumura, K., Shimada, H., Koike, R., & Savolainen, H. (2019). Teachers' self-efficacy and the sources of efficacy : A cross-cultural investigation in Japan and Finland. Teaching and Teacher Education, 81, 13-24. DOI: 10.1016/j.tate.2019.01.014. JYX: jyx.jyu.fi/handle/123456789/63809.
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