The Relationship Among Teachers' Characteristics, Self-Efficacy and Attitudes towards Inclusive Education Among Chinese Preschool Teachers

被引：0

作者：

Zhao, Meiju ^{[1
]}

Ai, Jun ^{[2
]}

Zhang, Jihong ^{[3
]}

Peng, Yuyao ^{[4
]}

机构：

[1] China Womens Univ, Fac Children Dev & Educ, Beijing, Peoples R China

[2] Univ Kansas, Juniper Gardens Childrens Project, Lawrence, KS USA

[3] Univ Iowa, Dept Educ Measurement & Stat, Iowa City, IA USA

[4] Chinese Univ Hong Kong, Fac Educ, Dongguan, Peoples R China

来源：

INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION | 2025年

关键词：

Inclusive education; preschool teacher; teacher characteristics; self-efficacy; attitudes; IN-SERVICE TEACHERS; PRESERVICE TEACHERS; CLASSROOMS; INTENTIONS; JAPANESE; BELIEFS; SCHOOLS; IMPACT;

D O I：

10.1080/1034912X.2025.2465280

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The purpose of this study was to investigate the relationships among Chinese in-service preschool teachers' characteristics, teachers' self-efficacy for inclusive education, and teachers' attitudes towards inclusion. A total of 736 in-service preschool teachers from seven provinces and a municipality (i.e. Beijing City) of China participated. The results of structural equation modelling provided evidence that teachers' interactions with people with disabilities, in-service training and self-efficacy predicted preschool teachers' attitudes directly. Additionally, in-service training and knowledge of local policy of inclusive education predicted preschool teachers' attitudes towards inclusion via the moderation of self-efficacy. Implications for research and practice are discussed.

引用

页数：16

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