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Teachers’ self-efficacy towards inclusive education in Singapore pre-school classrooms
Author
Tee, Siew Geok
Supervisor
Tan, Carol Soo Ching
Abstract
One of the major challenges facing mainstream teachers, specifically pre-school teachers in Singapore, stems from the current educational movement towards inclusion, a process which emphasizes the inclusion of children with special educational needs within the mainstream classroom. A key element in the successful implementation of inclusive practices is teachers’ views, which is influenced by teachers’ beliefs in their capabilities to teach in inclusive classroom. Accordingly, the identification of teacher self-efficacy beliefs is an essential step towards influencing actual practice.
The aim of this current study was to identify pre-school teachers’ perceived levels of efficacy toward inclusion. This study investigated the difference in self-efficacy perceptions of mainstream pre-school teachers instructing young children with learning support needs in their inclusive classrooms and the special education pre-school teachers teaching young children with learning support needs in special schools. In addition, a comparison was made between the mainstream and special education teachers’ attitudes toward disabled individuals in general. Further, the potential predictor variables that influence teacher beliefs concerning teaching young children with learning support needs were explored.
Forty-six pre-school teachers (n = 29 mainstream teachers, and n = 17 special education teachers) completed the short form of the Teachers’ Sense of Efficacy scale and the Attitudes toward Disabled Persons scale. Results from the independent samples t-tests on the Teachers’ Sense of Efficacy scale revealed that special education teachers had a higher level of self-efficacy as compared to the mainstream teachers. Similarly, the independent samples t-tests results on the Attitudes toward Disabled Persons scale revealed that special education teachers had more positive attitudes towards persons with disabilities than their mainstream counterparts. The independent samples t-tests results on the three subscales of the Teachers’ Sense of Efficacy scale (i.e., classroom management, instructional strategies, and student engagement), likewise, suggested that special education teachers were more efficacious as compared to the mainstream teachers. Multiple linear regression analysis found that teacher’s self-efficacy in classroom management subscale were influenced by teachers’ attitudes toward disabled persons and teaching qualification; teacher’s self-efficacy in instructional strategies subscale were influenced by teachers’ attitudes toward disabled persons, experience in working with young children with learning support needs, grade level taught and attending special needs seminar and/or workshop; and teacher’s self-efficacy in student engagement subscale were influenced by teachers’ attitudes toward disabled persons, and attending special needs seminar and/or workshop. Teachers’ attitude toward disabled persons emerged as the strongest predictor of teachers’ efficacy beliefs. Implications of findings and directions for future research are discussed.
The aim of this current study was to identify pre-school teachers’ perceived levels of efficacy toward inclusion. This study investigated the difference in self-efficacy perceptions of mainstream pre-school teachers instructing young children with learning support needs in their inclusive classrooms and the special education pre-school teachers teaching young children with learning support needs in special schools. In addition, a comparison was made between the mainstream and special education teachers’ attitudes toward disabled individuals in general. Further, the potential predictor variables that influence teacher beliefs concerning teaching young children with learning support needs were explored.
Forty-six pre-school teachers (n = 29 mainstream teachers, and n = 17 special education teachers) completed the short form of the Teachers’ Sense of Efficacy scale and the Attitudes toward Disabled Persons scale. Results from the independent samples t-tests on the Teachers’ Sense of Efficacy scale revealed that special education teachers had a higher level of self-efficacy as compared to the mainstream teachers. Similarly, the independent samples t-tests results on the Attitudes toward Disabled Persons scale revealed that special education teachers had more positive attitudes towards persons with disabilities than their mainstream counterparts. The independent samples t-tests results on the three subscales of the Teachers’ Sense of Efficacy scale (i.e., classroom management, instructional strategies, and student engagement), likewise, suggested that special education teachers were more efficacious as compared to the mainstream teachers. Multiple linear regression analysis found that teacher’s self-efficacy in classroom management subscale were influenced by teachers’ attitudes toward disabled persons and teaching qualification; teacher’s self-efficacy in instructional strategies subscale were influenced by teachers’ attitudes toward disabled persons, experience in working with young children with learning support needs, grade level taught and attending special needs seminar and/or workshop; and teacher’s self-efficacy in student engagement subscale were influenced by teachers’ attitudes toward disabled persons, and attending special needs seminar and/or workshop. Teachers’ attitude toward disabled persons emerged as the strongest predictor of teachers’ efficacy beliefs. Implications of findings and directions for future research are discussed.
Date Issued
2012
Call Number
LB1140.25.S55 Tee
Date Submitted
2012