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.
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Additional information about fundingOpen access funding provided by University of Jyväskylä (JYU).
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