Teachers’ self-efficacy in the implementation of inclusive education: Literature review

ika febrian kristiana

Abstract


Self-efficacy of teachers is a teacher's belief in self-competence that can be demonstrated in a given situation. Self-efficacy teachers have been extensively researched including in the context of inclusive education involving students with special needs. This study aims to conduct a literature review of the predictors and consequences of teacher self-efficacy in the setting of inclusive education involving S. Search literature using online database include ERIC, ProQuest, and Science Direct. The keywords used in the search was ("SEN" OR "inclusion) AND (" antecedent "OR" consequence ") AND" teacher self-efficacy. A total of 33 articles (N = 3472) were reviewed through a series of screening steps based on established inclusion and exclusion criteria. The findings show that the teacher's self-efficacy predictors come from internal (e.g. knowledge, personality profiles, experience interacting with disabled people, teaching experience, an experience of training) or external or situational (e.g. school climate). Teacher self-efficacy can have an impact on attitudes and behaviors on inclusion, work attitude (e.g. burnout, job satisfaction), collective self-efficacy, and student-related decision making (referral bias). There are contradictory research findings of and limited research on the impact of teacher self-efficacy on the development or achievement of students with special needs into findings that also become suggestions for further research, especially in Indonesia.

Keywords: teachers’ self-efficacy, inclusion, Special Educational Needs (SEN), and review


Full Text:

PDF

References


Ahsan, M., T., Sharma, U. Deppeler, J., M. (2012). Exploring pre-Service teachers’ perceived teaching-efficacy, attitudes and concerns about inclusive education in Bangladesh. International Journal of Whole Schooling, 8, 2.

Armstrong, A. C., Armstrong, D., & Spandagou, I. (2010). Inclusive education: International policy and practice. London: Sage.

Arslan, E. (2017). Self-efficacy as predictor of collective self-efficacy among preschool teachers in Turkey. Educational Research and Reviews, 12, 8, 513-517. doi: 10.5897/ERR2017.3222.

Awa, W. L., Plaumann, M., & Walter, U. (2010). Amas Patient Educ Couns, 78, 2, 184–190. doi: 10.1016/j.pec.2009.04

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

Bandura, A. (2006). Guide for Constructing Self-efficacy scales. In. Pajares, F. & Urdan, T. (Eds.). Self-efficacy beliefs of adolescents. Greenwich, CT: Information Age Publishing,

Boujut, E., Popa-Roch, M., Palomares, E-A., Deane, A., Cappea, E. (2017). Self-efficacy and burnout in teachers of students with autism spectrum disorder. Research in Autism Spectrum Disorders, 36, 8–20. doi: 10.1016/j.rasd.2017.01.002.

Coleman, M. (2017). Enhancing teacher efficacy and pedagogical practices amongst general and special education teachers. A dissertation. Ann Arbor: Proquest.

Corona, L., L., Christodulu, K., V., Rinaldi, M., L. (2017). Investigation of school professionals’ self-efficacy for working with students with ASD: Impact of prior experience, knowledge, and training. Journal of Positive Behavior Interventions, 19, 2, 90–101. doi: 10.1177/1098300716667604.

Djigic, G., Stojiljkovic, S., & Doskovic, M. (2014). Basic personality dimensions and teachers' self-efficacy. Procedia-Social and Behavioral Sciences, 112, 593–602.

Ekins, A., Savolainen, H., & Engelbrecht, P. (2016). An analysis of English teachers’ self-efficacy in relation to SEN and disability and its implications in a changing SEN policy context. European Journal of Special Needs Education, 31, 2, 236–249. doi: 10.1080/08856257.2016.1141510.

Emam, M., M., Mohamed, A., H., M. (2011). Preschool and primary school teachers' attitudes towards inclusive education in Egypt: The role of experience and self-efficacy. International Conference on Education and Educational Psychology (ICEEPSY 2011). Procedia-Social and Behavioral Sciences, 29, 976 – 98. doi:10.1016/j.sbspro.2011.11.331.

Finch, K., Watson, R., MacGregor, C., Precise, N. (2013). Teacher needs for educating children with autism spectrum disorders in the general education classroom. The Journal of Special Education Apprenticeship, 2, 2, 1-26.

Forbes, F. (2007). Towards inclusion: An Australian perspective. Support for Learning, 22(2), 66–71. doi:10.1111/sufl.2007.22.issue-2.

Forlin, C., Jobling, A., & Carroll, A. (2001). Pre-service teachers’ discomfort levels toward people with disabilities. Journal of International Special Needs Education, 4, 32–38.

Forlin, C., Loreman, T., & Sharma, U. (2014). A system-wide professional learning approach about inclusion for teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 42(3), 247–260. doi:10.1080/1359866X.2014.906564

Hoigaard, R., Giske, R., Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35, 3, 347–357. doi: 10.1080/02619768.2011.633993.

Hosford, S., O'Sullivan, S. (2015): A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion. International Journal of Inclusive Education. doi: 10.1080/13603116.2015.1102339.

Hutzler, Y., Barak, S. (2017). Self-efficacy of physical education teachers in including students with cerebral palsy in their classes. Research in Developmental Disabilities, 68, 52–65. doi: 10.1016/j.ridd.2017.07.005.

Karten, T., J. (2005). Inclusion strategies that work! California: Corwin Press.

Kemendiknas. (2010). Modul pelatihan pendidikan inklusi. Jakarta: Penerbit Kemendiknas.

Kristiana, I., F., Widayanti, C., G. (2017). Teachers’ attitude and expectation on inclusive education for children with disability: A frontier study in Semarang, Central Java, Indonesia. Advance Science Letter, 23, 4, doi: 1936-6612/2017/23/3504/003 doi:10.1166/asl.2017.9149.

Lee, F., L., M., Tracey, D. Barker, K., Fan, J., C., M., Yeung, A., S. (2014). What predicts teachers’ acceptance of students with special educational needs in kindergarten? Australian Journal of Educational & Developmental Psychology, 14, 60-70.

Leigh, A., & Ryan, C. (2008). How and why has teacher quality changed in Australia? Australian Economic Review, 41(2), 141–159. doi: 10.1111/j.1467- 8462.2008.00487.x

Leyser, Y., Zeiger, T., Romi, S. (2011). Changes in self-efficacy of prospective special and general education teachers: Implication for inclusive education. International Journal of Disability, Development and Education, 58, 3, 241-255, doi:10.1080/1034912X.2011.598397.

Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77, 1–24. doi:10.1348/ 000709906X156881.

Loreman, T., Sharma, U., Forlin, C. (2013). Do pre-service teachers feel ready to teach in inclusive classrooms? A four country study of teaching self-efficacy. Australian Journal of Teacher Education: Vol. 38, 1, 27-44.

Mackenzie, S. (2011). I can’t imagine doing anything else’: Why do teachers of children with SEN remain in the profession? Resilience, rewards and realism over time. Journal of Research in Special Educational Needs, xx, xx, 1-11. doi: 10.1111/j.1471-3802.2011.01221.x. _1221 1..11

Navidnia, H. (2009). Psychological characteristics of English language teachers: On the relationship among big five personality traits and teacher efficacy beliefs. Journal of English Language Studies, 1(1), 79–99.

Nuri, C., Demirok, M., S., Direktor, C. (2017). Determination of self-efficacy and burnout state of teachers working in the special education field in terms of different variables. Journal of Education and Training Studies, 5, 3, 160-166. doi:10.11114/jets.v5i3.2237.

Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. doi: 10.3102/00346543062003307

Peebles, J., L., Mendaglio, S. (2014) The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms, International Journal of Inclusive Education, 18:12, 1321-1336, doi: 10.1080/13603116.2014.899635.

Pereraa, H., N., Granzierab, H., McIlveen, P. (2018). Profiles of teacher personality and relations with teacher self-efficacy, work engagement, and job satisfaction. Personality and Individual Differences, 120 (2018) 171–178. doi: 10.1016/j.paid.2017.08.034

Podell, D., M., Soodak, L., C. (2010). Teacher efficacy and bias in special education referral. The Journal of Educational Research, 86, 4, 247-253, doi: 10.1080/00220671.1993.9941836.

Raudenbuch, S., Rowen, B., & Cheong, Y. (1992). Contextual effects on the self-perceived efficacy of high school teachers. Sociology of Education, 65(2), 150–167. doi:10.2307/2112680

Ross, J., Cousins, J., & Gadalla, T. (1996). Within-teacher predictors of teacher efficacy. Teaching and Teacher Education, 12, 385–400. doi:10.1016/0742-051X(95)00046-M

Rowe, K. (2003). The importance of teacher quality as a key determinant of students’ experiences and outcomes of schooling. Paper presented at the Australian Council for Educational Research (ACER) Conferences - Building Teacher Quality: What does the Research Tell us? Melbourne, Australia. Retrieved from http://research.acer.edu.au

Santrock, J., W. (2011). Educational pstchology, 5th ed. New York: Mc Graw Hill.

Sarcam, H., Sakz, H. (2014). Burnout and teacher self-efficacy among teachers working in special education institutions in Turkey. Educational Studies, 40, 4, 423–437. doi: 10.1080/03055698.2014.930340.

Sari, H., Celikoz, N., Secer, Z. (2009). An analysis of pre-school teachers’ and student teachers’ attitude to inclusion and their self-efficacy. International Journal of Special Education, 24, 3, 29-43.

Savolainen, H., Engelbrecht, P., Nel, M., Malinen, O-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for preservice and in-service teacher education. European Journal of Special Needs Education, 27, 1, 51-68. doi: 10.1080/08856257.2011.613603.

Senler, B., & Sungur-Vural, S. (2013). Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation. The Spanish Journal of Psychology, 16, 1–20.

Schultz, E., K., Simpson, C., G. (2013). Factors influencing teacher behavior with students with diverse learning and behavioral needs. JAASEP SPRING/SUMMER, 2013, 118-131.

Schwab, S., Hellmich, F., Gorel, G. (2017). Self-efficacy of prospective austrian and german primary school teachers regarding the implementation of inclusive education. Journal of Research in Special Educational Needs, xx, xx, 1-13. doi: 10.1111/1471-3802.12379.

Sharma, U., Shaukat, S., Furlonger, B. (2014). Attitudes and self-efficacy of pre-service teachers towards inclusion in Pakistan. Journal of Research in Special Educational Needs, xx, xx. doi: 10.1111/1471-3802.12071.

Sharma, U., Nuttal, A. (2015): The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion. Asia-Pacific Journal of Teacher Education. doi: 10.1080/1359866X.2015.1081672.

Shillingford, S., Karlin, N. (2014) Preservice teachers’ self efficacy and knowledge of emotional and behavioural disorders. Emotional and Behavioural Difficulties, 19, 2,176-194, doi: 10.1080/13632752.2013.840958.

Smith, G. (2000). Secondary teachers’ perceptions toward inclusion of students with severe disabilities. NASSP Bulletin, 84, 54–60. doi:10.1177/019263650008461309.

Sokal, L., Sharma, U. (2013). Canadian in-service teachers’ concerns, efficacy, and attitudes about inclusive teaching. Exceptionality Education International, 23, 1, 59–71. Retrieved from http://ir.lib.uwo.ca/eei/vol23/iss1/5.

Song, J. (2016). Inclusive education in japan and korea: Japanese and Korean teachers’self-efficacy and attitudes towards inclusive education. Journal of Research in Special Educational Needs,16, 1, 643–648. doi: 10.1111/1471-3802.12324.

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.

UNESCO (2009). Inclusive education: The way of the future. Final Report of the International Conference of Education (48th Session). Paris: UNESCO.

Viel-Ruma, K., Houchins, D., Jolivette, K., & Benson, G. (2010). The relationships among collective sfficacy, teacher self-efficacy, and job satisfaction. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. doi: 10.1177/0888406409360129.

Wang, L, Y., Tan, L., S., Li, J, L., Tan, I., Lim, X., F. (2013). A qualitative inquiry on sources of teacher efficacy in teaching low-achieving students. The Journal of Educational Research, 0, 0, 1-11. doi: 10.1080/00220671.2015.1052953.

Wilson, C., Woolfson, L., M., Durkin, K., & Elliott, M., A. (2016). The impact of social cognitive and personality factors on teachers’ reported inclusive behavior. British Journal of Educational Psychology. doi:10.1111/bjep.12118.

Woolfson, L., M., Brady, K. (2009). An investigation of factors impacting on mainstream teachers’ beliefs about teaching students with learning difficulties. Educational Psychology, 29, 2, 221–238. doi: 10.1080/01443410802708895.




DOI: http://dx.doi.org/10.12928/jehcp.v7i2.8569

Refbacks

  • There are currently no refbacks.


JOURNAL OF EDUCATIONAL, HEALTH, COMMUNITY PSYCHOLOGY
Program Pascasarjana Magister Psikologi
Universitas Ahmad Dahlan Yogyakarta
Penerbit UAD Press

ISSN Printed 2088-3129 ISSN Online 2460 8467
EMAIL: jehcp@psy.uad.ac.id
 

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats