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

Selickaitė, Dovilė; Hutzler, Yeshayahu; Block, Martin E.; Rėklaitienė, Diana

doi:10.33607/bjshs.v3i110.249

Cited by 3 publications

(1 citation statement)

References 43 publications

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“…The SE of teachers toward inclusion in physical education first started receiving attention some 20 years ago, and has in particular been the focus of study for the past 10 years (Reina et al, 2016;Hutzler & Daniel-Shama, 2017a;Hutzler & Barak, 2017b;Selickaitė, Hutzler, Pukėnas, Block, & Rėklaitienė, 2018;Reina, Ferriz, & Roldan, 2019;Selickaitė et al, 2019;Alhumaid, 2021;Teng, Yeo, Lee, & Chin, 2021;Antala et al, 2022). In addition to the studies of the SE of teachers in the process of inclusion already underway in schools, studies were also carried out for the evaluation of the SE of physical education students (Hutzler, et al, 2005;Block, Hutzler, Barak, & Klavina, 2013;Jovanović, Kudláček, Block, & Djordjević, 2014;Taliaferro et al, 2015;Baloun, Kudlaček, Sklenaríkova, Ješina, & Migdauova, 2016;Tindall et al, 2016;Wang, Liu, Wei, & Block, 2020;Alhumaid, Khoo, & Bastos, 2020;).…”

Section: Introductionmentioning

confidence: 99%

The Self-Efficacy of Teachers in the Process of Inclusion in Physical Education Classes

Jorgić,

Mirčić,

Aleksandrović

et al. 2023

TEME

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One of the more important preconditions for successful inclusion is the teachers’ high level of self-efficacy. Therefore, the aim of this pilot study was to determine the self-efficacy of physical education teachers in the process of inclusion of children with physical disabilities, intellectual disabilities, and visual impairment. The study was carried out on a sample of 38 physical education teachers, aged 50.89 ± 10.56 years, working in elementary schools on the territory of the city of Niš. To evaluate self-efficacy, the Serbian version of the Situational-specific Self-efficacy and Inclusion Students with Disabilities in Physical Education questionnaire was used. The results indicated that physical education teachers have moderate levels of self-efficacy (3.70). Based on types of disability, the greatest degree of self-efficacy was noted for intellectual disability (3.77), followed by physical disability (3.71), and visual impairment (3.60). The results of the Friedman test showed that the obtained differences were not statistically significant (p= 0.76). The results of the Mann-Whitney U-test showed that gender (p=0.189) and teaching experience (p=0.970) do not lead to statistically significant differences in the self-efficacy of physical education teachers. This pilot study represents a foundation for future studies, which would include a greater number of respondents. In addition, it is necessary to study other factors which can impact self-efficacy, such as direct teaching experience involving children with disabilities, private acquaintance with children with disabilities, the level of academic education in the field of adaptive physical exercise, and attendance of additional workshops.

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Section: Introductionmentioning

confidence: 99%

The Self-Efficacy of Teachers in the Process of Inclusion in Physical Education Classes

Jorgić,

Mirčić,

Aleksandrović

et al. 2023

TEME

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The Self-Efficacy of Physical Education Teachers to Teach Students With Disabilities: A Systematic Review of Literature

Nowland

Haegele

2023

Adapted Physical Activity Quarterly

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The purpose of this article is to examine the content of previously published empirical literature utilizing self-efficacy theory with regard to physical education teachers’ perceived self-confidence to teach students with disabilities in general physical education. Keyword searches were used to identify relevant literature from electronic databases published from 2000 to 2022. Twenty-four articles, from 11 countries, met all inclusion criteria, and relevant data regarding participants, theory, measurement, research design, and dependent variables were extracted. Of the 24 studies, nine were survey validation, eight were experimental, six were cross-sectional, and one was mixed-methods design. Major findings across the examined studies indicate that teachers’ perceptions of training, amount of experience, and support from personnel significantly influence their self-efficacy toward teaching students with disabilities.

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Exploring Physical Educators’ Self-Efficacy to Teach Students With Disabilities in General Physical Education

Nowland

2024

Adapted Physical Activity Quarterly

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The purpose of this study was to explore the ways in which in-service physical education teachers construct their self-efficacy beliefs toward teaching students with disabilities in general physical education classes. Using a qualitative descriptive approach situated within self-efficacy theory, data were collected via semistructured audio-recorded interviews with 16 in-service physical educators. Three interrelated themes were constructed: (a) The more I do it, the better I feel: the importance of professional experiences; (b) I’ve learned from others: the influence of colleagues; and (c) Being in the general educational setting is a challenge: the impact of contextual factors. Findings supported the influence of the four sources of self-efficacy (i.e., mastery experience, vicarious experience, social persuasion, and affective and physiological state), in addition to potential contextual factors (i.e., class sizes and availability of hands-on support), impacting participants’ self-efficacy to teach students with disabilities in general physical education classes.

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

Cited by 3 publications

References 43 publications

The Self-Efficacy of Teachers in the Process of Inclusion in Physical Education Classes

The Self-Efficacy of Teachers in the Process of Inclusion in Physical Education Classes

The Self-Efficacy of Physical Education Teachers to Teach Students With Disabilities: A Systematic Review of Literature

Exploring Physical Educators’ Self-Efficacy to Teach Students With Disabilities in General Physical Education

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