Teachers' Efficacy for Inclusive Practices in the Sultanate of Oman: Effect of Gender and Teaching Experience

Autor/inn/en	Mohamed Emam, Mahmoud; Al-Mahdy, Yasser F. Hendawy
Titel	Teachers' Efficacy for Inclusive Practices in the Sultanate of Oman: Effect of Gender and Teaching Experience
Quelle	In: School Psychology International, 41 (2020) 2, S.170-192 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mohamed Emam, Mahmoud) ORCID (Al-Mahdy, Yasser F. Hendawy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034319895062
Schlagwörter	Foreign Countries; Inclusion; Teacher Effectiveness; Public Schools; Gender Differences; Teaching Experience; Students with Disabilities; Teacher Competencies; Test Validity; Semitic Languages; Self Efficacy; Teacher Attitudes; Oman + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Public school; Öffentliche Schule; Geschlechterkonflikt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrkunst; Testvalidität; Arabisch; Hebräisch; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten
Abstract	The current study investigated teachers' efficacy for inclusive practices (TEIP) in public schools in the Sultanate of Oman, exploring the effect of teacher gender and years of experience. The TEIP scale was administered to teachers in Oman. Participants included 287 basic school teachers selected from schools identified as embracing and implementing inclusive practices in the capital and largest city of Oman. Confirmatory factor analysis supported the three-factor model of the Arabic version of the TEIP scale. Omani teachers showed high levels on TEIP three dimensions and general construct. Gender differences were found in TEIP general factor, efficacy in using inclusive instruction (EII), and efficacy in collaboration favoring female teachers, whereas no gender differences were found in efficacy in managing behavior. Novice and experienced teachers reported higher TEIP in efficacy in collaboration compared to teachers with moderate experience, whereas experienced teachers and teachers with moderate teaching experience reported higher TEIP compared to novice teachers. Implications of the study results are discussed in relation to the development of inclusive practices in Oman. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01