Although Saudi Arabia has committed to inclusive education for students with learning difficulties (LD), limited research has focused on general educators' beliefs and their teaching performance. Moreover, the best implementation of inclusion is not only placement of students with LD in general education classroom, but first and foremost is focusing on educators' beliefs towards having LD students in their classroom in order to improve those practices. Thus, all educators should seek the belief that all students even with disabilities belong to regular classrooms. This investigation examines the relationship between teachers' beliefs and their teaching performance along with the moderating effect of gender on this relationship. A sample of 401 general educators from intermediate schools in Riyadh, Saudi Arabia was included in this study. This quantitative research project used a questionnaire to gather information on the educators' demographic information, beliefs and teaching performance. By using structural equation modelling (SEM) via AMOS, all valid 401 questionnaires were analyzed. The findings revealed that educators' beliefs were correlated positively with their teaching performance. However, the results showed that gender did not moderate the relationship between educators' beliefs and their teaching performance. The findings of this study may offer perception for stakeholders in the Ministry of Education in Saudi Arabia to rethink ways to develop teaching performance of teachers in inclusive practices. The recommendations from the study and the suggestions for further studies are discussed. This limited research about educators' practices has created the need for a thorough investigation of the factors that predict their teaching performance.Contribution/Originality: This study is one of very few studies which have investigated relationship between general educators' beliefs and teaching performance in Saudi Arabia. The finding of this study has the potential positive reflection on educators' teaching performance of teaching students with LD hence enhancing and improving inclusive practices in Saudi Arabia.
This investigation examines the influence of knowledge about learning difficulties (LD) on the teaching performance of general educators who teach students with LD in intermediate schools in Riyadh, the Kingdom of Saudi Arabia (KSA). It also aims to analyse the moderating effect of the amount of teaching experience in this relationship. A questionnaire survey was used to collect data from 401 general educators in regular intermediate schools in Riyadh. Those educators completed the questionnaire containing items related to knowledge of LD, and they also completed a teaching performance questionnaire. The data collected in this study were analysed using a structural equation modelling approach (SEM) via analysis of moment structures (AMOS). The findings from the structural analysis indicated that the general educators’ knowledge was significantly influenced by their performance. A moderation analysis confirmed the significant effect of years of teaching experience on the relationship between knowledge and teaching performance. Accordingly, the findings will contribute to the body of knowledge in the KSA regarding the knowledge of general educators and their practices. The findings will also be beneficial to educationists in the field of LD and policymakers in the Ministry of Education. This research also s has the potential to reflect positively on general educators’ teaching performance, thus enhancing their handling of students with LD.
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