A Survey Study of Chinese In-Service Teachers' Self-Efficacy about Inclusive Education

Autor/inn/en	Wang, Mian; Zan, Fei; Liu, Jiaqiu; Liu, Chunling; Sharma, Umesh
Titel	A Survey Study of Chinese In-Service Teachers' Self-Efficacy about Inclusive Education
Quelle	In: Journal of International Special Needs Education, 15 (2012) 2, S.107 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Inclusion; General Education; Self Efficacy; Special Education; Multivariate Analysis; Special Education Teachers; Inservice Teacher Education; Regular and Special Education Relationship; Teacher Attitudes; Performance Factors; Familiarity; Teaching Experience; Likert Scales; Measures (Individuals); Educational Practices; Predictor Variables; Demography; Attitude Measures; Foreign Countries; Teacher Surveys; China (Shanghai) + Suchen Sie Ihr Suchwort? Inklusion; Allgemein bildendes Schulwesen; Allgemeinbildung; Self-efficacy; Selbstwirksamkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Multivariate Analyse; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Lehrerverhalten; Leistungsindikator; Likert-Skala; Messdaten; Bildungspraxis; Prädiktor; Demografie; Ausland
Abstract	A survey study was conducted to a total of 323 in-service teachers (110 special education teachers and 213 general education teachers) in Shanghai regarding their self-efficacy and concerns about inclusive education. Multivariate analysis results reveal that special teachers have significantly higher self-efficacy about inclusive education than general education teachers and that both general and special education teachers have the similar concerns about inclusive education and the level of their concerns is not significant. In addition, the teachers' self-efficacy about inclusive education is significantly negative correlated with their concerns about inclusive education. Specific special education training experience and knowledge of disability laws and policies affect general and special education teachers differently on their self-efficacy. (Contains 2 tables.) (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. Tel: 888-232-7733; e-mail: jisne.dises@gmail.com; Web site: http://www.cec.sped.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10