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dc.contributor.authorYada, Akie
dc.contributor.authorAlnahdi, Ghaleb H.
dc.date.accessioned2021-09-02T07:28:38Z
dc.date.available2021-09-02T07:28:38Z
dc.date.issued2021
dc.identifier.citationYada, A., & Alnahdi, G. H. (2021). A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices. <i>Educational Studies</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/03055698.2021.1969646" target="_blank">https://doi.org/10.1080/03055698.2021.1969646</a>
dc.identifier.otherCONVID_100343610
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77644
dc.description.abstractAlthough 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 each country. This study aims to compare Saudi and Japanese teachers’ attitudes and self-efficacy in inclusive education. Data were collected from 185 Saudi and 359 Japanese in-service teachers using a survey. Quantitative analysis revealed that there was no difference between Saudi and Japanese teachers’ attitudes towards including students with disabilities. The Japanese teachers’ overall self-efficacy was lower than that of the Saudi teachers, but this result was discussed with consideration to the modesty bias prevalent in Japanese culture. The findings provide useful insights for developing pre-service and in-service teacher education, where skills considering managing student behaviour and collaboration need to be more emphasised in Saudi Arabia and knowledge of policies regarding inclusive education should be stressed in Japan.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesEducational Studies
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherinclusive education
dc.subject.otherteacher
dc.subject.otherattitude
dc.subject.otherself-efficacy
dc.subject.othercomparative study
dc.titleA comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202109024768
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn0305-5698
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
dc.rights.accesslevelopenAccessfi
dc.subject.ysovertaileva tutkimus
dc.subject.ysominäpystyvyys
dc.subject.ysoasenteet
dc.subject.ysoerityiskasvatus
dc.subject.ysoinkluusio
dc.subject.ysoluokanopettajat
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1772
jyx.subject.urihttp://www.yso.fi/onto/yso/p39320
jyx.subject.urihttp://www.yso.fi/onto/yso/p5619
jyx.subject.urihttp://www.yso.fi/onto/yso/p6985
jyx.subject.urihttp://www.yso.fi/onto/yso/p18355
jyx.subject.urihttp://www.yso.fi/onto/yso/p3999
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/03055698.2021.1969646
jyx.fundinginformationThis project was supported by the Deanship of Scientific Research at Prince Sattam Bin Abdulaziz University, Saudi Arabia, under research group #2020/02/11930 [research group #2020/02/11930].


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Except where otherwise noted, this item's license is described as CC BY-NC-ND 4.0