Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education

Yada, Akie; Leskinen, Markku; Savolainen, Hannu; Schwab, Susanne

doi:10.1016/j.tate.2021.103521

Cited by 45 publications

(12 citation statements)

References 84 publications

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“…The findings enrich teacher emotion research by adding that the multidimensional construct of teacher emotion is also applicable to TAs. The positive and statistically significant correlations between positive emotions and TAs’ AIE extend the current research by typically examining the role of teacher self-efficacy in influencing teachers’ AIE ( Yada et al, 2022 ). The TEM illustrated in Figure 2 can serve as a conceptual framework for extending the current scope of studying either self-efficacy or emotions in teachers to TAs for enriching not only teacher emotion research but also finding solutions to supporting SEN students’ social, emotional and academic outcomes ( Yang et al, 2015 ) with professional assistance from the population of TAs.…”

Section: Theoretical and Empirical Implicationssupporting

confidence: 73%

Assessing Emotions of Teaching Assistants in Inclusive Education

Yang

Hsu

et al. 2022

Front. Psychol.

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Although there are an increasing number of studies on assessing teacher emotions in mainstream education, there is a lack of appropriate measurement tools to evaluate the emotions of teaching assistants (TAs) who need to take care of students with a range of special educational needs (SEN). This study tested the generalizability of the 24-item teacher emotion inventory (TEI), among 204 TAs from 122 secondary schools with inclusive education in Hong Kong. We conducted both confirmatory factor analysis (CFA) and Rasch analysis to test the within-network validity of the TEI. For the between-network validity, we examined the relationships between TAs’ emotions and their attitude toward inclusive education. The Rasch analysis supported the scale’s dimensionality and item fit statistics. The CFA supported the five-factor solution of the TEI. The results also showed statistically significant correlations between positive emotions (joy and love) and TAs’ attitudes toward inclusive education. TAs’ negative emotions (anxiety, anger, and stress) appeared to be negatively correlated with their attitude toward inclusive education. The results supported that TEI is a useful tool to assess the emotions of TAs that play a pivotal role in assisting both school teachers and SEN students, who are more likely to face increased emotional challenges than those not needing to educate SEN students. Implications of this study to enrich the current scope of research on understanding teacher emotions across educational levels and settings are discussed.

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Section: Theoretical and Empirical Implicationssupporting

confidence: 73%

Assessing Emotions of Teaching Assistants in Inclusive Education

Yang

Hsu

et al. 2022

Front. Psychol.

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“…Differences in teachers' self-efficacy expectations were related to Gender, years of experience, and grade taught [23]. Gender can also play a role as a determinant of teacher effectiveness [24].…”

Section: Introductionmentioning

confidence: 94%

Teachers’ Efficacy to Teach Students with Mathematics Learning Difficulties

Yoong¹,

Hoe²

2022

J.Math.Instr.Soc.Res.Opin.

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This study explores teachers’ perceptions of their efficacy in teaching students with mathematics learning difficulties, also known as dyscalculia. This study employed a quantitative survey method. Random cluster sampling was used to select 384 mathematics teachers in the survey. Teaching Students with Mathematics Learning Difficulties Scale has been adapted with permission from Dawson & Scott (2013). Inferential statistics of independent t-test, analysis of variance, and Kruskal Wallis H-test were used to analyze the data. The results showed that teachers have high efficacy in teaching students with mathematics learning difficulties. There is no significant difference in teachers’ effectiveness in teaching students with mathematics learning difficulties based on age groups and years of experience. However, the findings show a significant difference in teachers’ effectiveness based on different academic qualifications. This study implies that the awareness of dyscalculia among mathematics teachers has increased. Future researchers are suggested to design and develop more interventions and instruments to improve the basic mathematical skills among students with mathematics learning difficulties.

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“…The issue of social inclusion has received special attention in education policy, both at the level of individual countries as well as at the global level, as clearly expressed in the subtitle of the Global Education Monitoring Report of 2020 -"all means all" (UNESCO, 2020). "Inclusive education" has also been a central topic in research for many years (see e.g., Daniels & Garner, 1999;Yada et al, 2022).…”

Section: Social Inclusion In Educationmentioning

confidence: 99%

Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training?

Maurer

Morshed

Spasovski

2022

NJCIE

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This paper compares “recognition of prior learning” (RPL) schemes in four countries, to find out the impact of VET policy reforms on social inclusion. The study finds that RPL schemes have only made limited contributions to social inclusion in these countries, for the following reasons: firstly, there are challenges in upper secondary VET, which, in all four countries, requires a substantial level of general education and transversal competencies, on which the key educational policy actors are not willing to compromise. Secondly, some countries used RPL to provide access to non-formal qualifications. Still, such schemes were only successful when those non-formal qualifications were already well-established in society and the labour market (prior to having been made accessible through RPL). The article argues that, for RPL to contribute more to social inclusion, schemes need to be less complicated and should also include complementary education and training provisions for all those who lack work experience in sectors where access to employment depends on certain qualifications.

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Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education

Cited by 45 publications

References 84 publications

Assessing Emotions of Teaching Assistants in Inclusive Education

Assessing Emotions of Teaching Assistants in Inclusive Education

Teachers’ Efficacy to Teach Students with Mathematics Learning Difficulties

Why Is It So Difficult to Contribute to Social Inclusion Through Vocational Education and Training?

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