dc.contributor.author | Yada, Akie | |
dc.date.accessioned | 2020-02-13T13:57:27Z | |
dc.date.available | 2020-02-13T13:57:27Z | |
dc.date.issued | 2020 | |
dc.identifier.isbn | 978-951-39-8073-3 | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/67827 | |
dc.description.abstract | 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. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Jyväskylän yliopisto | |
dc.relation.ispartofseries | JYU dissertations | |
dc.relation.haspart | <b>Artikkeli I:</b> Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. <i>Teaching and Teacher Education, 64, 222-229.</i> DOI: <a href="https://doi.org/10.1016/j.tate.2017.02.005"target="_blank">10.1016/j.tate.2017.02.005</a>. JYX: <a href="https://jyx.jyu.fi/handle/123456789/53337"target="_blank"> jyx.jyu.fi/handle/123456789/53337</a>. | |
dc.relation.haspart | <b>Artikkeli II:</b> 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. <i>Teaching and Teacher Education, 75, 343-355.</i> DOI: <a href="https://doi.org/10.1016/j.tate.2018.07.011"target="_blank">10.1016/j.tate.2018.07.011</a>. JYX: <a href="https://jyx.jyu.fi/handle/123456789/60218"target="_blank"> jyx.jyu.fi/handle/123456789/60218</a>. | |
dc.relation.haspart | <b>Artikkeli III:</b> 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. <i>Teaching and Teacher Education, 81, 13-24.</i> DOI: <a href="https://doi.org/10.1016/j.tate.2019.01.014"target="_blank">10.1016/j.tate.2019.01.014</a>. JYX: <a href="https://jyx.jyu.fi/handle/123456789/63809"target="_blank"> jyx.jyu.fi/handle/123456789/63809</a>. | |
dc.rights | In Copyright | |
dc.subject | opettajat | |
dc.subject | erityisoppilaat | |
dc.subject | opetus | |
dc.subject | inkluusio | |
dc.subject | koululaiset | |
dc.subject | oppilaat | |
dc.subject | opiskelijat | |
dc.subject | minäpystyvyys | |
dc.subject | minäkuva | |
dc.subject | itsetunto | |
dc.subject | itseluottamus | |
dc.subject | asenteet | |
dc.subject | vammaiset | |
dc.subject | erityisopetus | |
dc.subject | Suomi | |
dc.subject | Japani | |
dc.subject | inclusive education | |
dc.subject | teacher | |
dc.subject | self-efficacy | |
dc.subject | attitudes | |
dc.title | Different Processes Towards Inclusion: A Cross-Cultural Investigation of Teachers’ Self-Efficacy in Japan and Finland | |
dc.type | Diss. | |
dc.identifier.urn | URN:ISBN:978-951-39-8073-3 | |
dc.contributor.yliopisto | University of Jyväskylä | en |
dc.contributor.yliopisto | Jyväskylän yliopisto | fi |
dc.relation.issn | 2489-9003 | |
dc.rights.copyright | © The Author & University of Jyväskylä | |
dc.rights.accesslevel | openAccess | |
dc.type.publication | doctoralThesis | |
dc.format.content | fulltext | |
dc.rights.url | https://rightsstatements.org/page/InC/1.0/ | |