Predictors of teachers' intention to implement inclusive education

被引：0
|
作者：
Almalky, Hussain A. [1 ]
Alrabiah, Abdalmajeed H. [1 ]
机构：
[1] Prince Sattam Bin Abdulaziz Univ, Dept Special Educ, Coll Educ Al Kharj, Al Kharj 11942, Saudi Arabia
来源：
CHILDREN AND YOUTH SERVICES REVIEW | 2024年 / 158卷
关键词：
Intention; Self; -efficacy; Attitudes; Support; Concerns; Inclusive education; SELF-EFFICACY; SAUDI-ARABIA; ATTITUDES; PRESERVICE; STUDENTS; DISABILITIES; BELIEFS; PERSPECTIVES; CLASSROOMS; BEHAVIOR;
D O I：
10.1016/j.childyouth.2024.107457
中图分类号：
D669 [社会生活与社会问题]; C913 [社会生活与社会问题];
学科分类号：
1204 ;
摘要：
Teachers are among the most important players in the successful implementation of inclusive education. This study aimed to examine Saudi Arabian teachers' intentions to implement inclusive education and the influence of their demographics, attitudes, self-efficacy, perception of support, and concerns related to inclusive education on their intention. This study included 125 in-service special and general education teachers. The regression analysis results revealed that teachers' self-efficacy and majors (special education vs. general education) significantly influenced their intentions to implement inclusive education in regular classrooms. Finally, we discuss the results and their implications for research and practice.
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页数：8
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