Teachers’ sense of efficacy and implications for implementation of inclusive education1

Abstract

Numerous studies confirm that self-efficacy positively correlates with teachers' readiness to accept innovations in teaching and meet students ' needs, and

The Analysis of the Structure, Validity, and Reliability of an Inclusive Physical Education Self-Efficacy Instrument for Lithuanian Physical Education Teachers

“…ID = intellectual disability; PD = physical disability; VI = visual impairment; NFI = normal fit index; CFI = comparative fit index; RMSEA = root mean square error of approximation; SE = self-efficacy. more positive attitude toward the process of inclusion (Ilić-Stošović et al, 2015;Karani & Skordilis, 2016) but also have a higher SE level, when it is necessary to include students with disabilities in the general PE class. After completing the EFA for each subscale (ID, PD, and VI) of the SE-PETE-LT instrument, we found that all items in all subscales presented only one factor.…”

“…These results confirm that friends play a significant role in the process of personal socialization. This means that teachers who have people with disabilities among their friends not only have more positive attitude toward the process of inclusion (Ilić-Stošović et al, 2015;Karani & Skordilis, 2016) but also have a higher SE level, when it is necessary to include students with disabilities in the general PE class. After completing the EFA for each subscale (ID, PD, and VI) of the SE-PETE-LT instrument, we found that all items in all subscales presented only one factor.…”

“…SE theory, applied in the educational context, has sparked a rich line of research into how teachers' SE beliefs are related to their actions and to the outcomes they achieve (Tschannen-Moran & Woolfolk Hoy, 2007). Furthermore, individual studies have found that teachers' SE is one of the strongest predictors of their attitudes toward inclusion (Block et al, 2010;Ilić-Stošović, Nikolić, & Popadić, 2015;Karani & Skordilis, 2016).…”

“…To facilitate this goal in Lithuania, an instrument that measures PE teachers' SE toward inclusion is needed, and its validity must be tested with a sample of local PE teachers. A number of instruments have been created for the evaluation of general teachers' SE (Ilić-Stošović et al, 2015;Karbasi & Samani, 2016;Klassen & Tze, 2014;Sarı, Çeliköz, & Seçer, 2009;Tschannen-Moran & Woolfolk Hoy, 2001;Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998). According to the unique PE school framework, several specific instruments have been developed in this domain; SE in teaching PE under inclusive conditions (SEIPE; Hutzler, Zach, & Gafni, 2005) and the Physical Education Teaching Efficacy Scale (PETES; Humphries, Hebert, Daigle, & Martin, 2012) are generic instruments, whereas the Physical Educators' SE Toward Including Students with Disabilities-Autism (PESEISD-A, Version 8.2; Beamer & Yun, 2014;Taliaferro, Hammond, & Wyant, 2015) was designed to deal with only one type of disability-that is, autism.…”

Validity and reliability of a Lithuanian physical education teachers’ self-efficacy scale toward inclusion of students with autism spectrum disorders

“…SE theory, applied in the educational context, has sparked a rich line of research into how teachers' SE beliefs are related to their actions and to the outcomes they achieve (Tschannen-Moran & Woolfolk Hoy, 2007). Furthermore, individual studies have found that teachers' SE is one of the strongest predictors of their attitudes towards inclusion (Block et al, 2010;Ilić-Stošović, Nikolić, & Popadić, 2015;Karani, & Skordilis, 2016). Stajkovic and Luthans' (1998) meta-analytical findings support a highly significant positive correlation between SE and work-related performance.…”