Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education
Yada, A., Leskinen, M., Savolainen, H., & Schwab, S. (2022). Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education. Teaching and Teacher Education, 109, Article 103521. https://doi.org/10.1016/j.tate.2021.103521
Published inTeaching and Teacher Education
© 2021 The Authors. Published by Elsevier Ltd.
This meta-study aims to examine the size of the relationship between teachers' self-efficacy and attitudes toward inclusive education of K-12 students with special educational needs and to identify potential moderators (publication, sample, and research procedure characteristics). We synthesized the research conducted from 1994 to 2018, and 41 studies were included. Bare-bones meta-analysis with random effect model revealed a sample size weighted correlation coefficient between teachers’ self-efficacy and attitudes as r¯ = 0.35 (CI = 0.31-0.39). The between-study variations were not associated with hypothesized publication and sample characteristics. However, the self-efficacy measurement method accounted for a statistically significant strength of association.
Publication in research information system
MetadataShow full item record
Additional information about fundingOpen access funding provided by University of Jyväskylä (JYU).
Showing items with similar title or keywords.
Teacher efficacy predicts teachers’ attitudes towards inclusion : a longitudinal cross-lagged analysis Savolainen, Hannu; Malinen, Olli-Pekka; Schwab, Susanne (Routledge, 2022)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 ...
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 ...
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 ...
Understanding attitudes and self-efficacy of in-service teachers and professionals towards inclusive education in the Republic of Armenia Alaverdyan, Vahan (2018)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 ...
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 ...