Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling
By Akie Yada, Asko Tolvanen, H. Savolainen. Teaching and Teacher Education : An International Journal of Research and Studies, 2018
126 citations recorded by the source corpus.
Abstract This study aims to explore relationships between teachers' attitudes, self-efficacy, and background variables regarding inclusive education by using a sample of 359 Japanese and 872 Finnish teachers. A multi-group structural equation modelling was conducted to find similarities and differences in how the background variables predict teachers' attitudes and self-efficacy. Experience in teaching students with disabilities had a positive effect on teachers' attitudes and self-efficacy in both countries. However, teachers' teaching career and the amount of inclusive education training affected them differently in Japan and Finland. The findings could be used to improve inclusive education training for pre- and in-service teachers.
Subfields: Education, Safety Research, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/743a3a9691c0b4b6754cc32fa5cad672f7a8258b
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Citations in the corpus
- Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis (2020, background): “…(e.g. Sharma, Loreman, and Forlin 2012), China (e.g. Malinen, Savolainen, and Xu 2012), the German-speaking parts of Europe (e.g. Lütje-Klose et al. 2017), Finland (e.g. Savolainen et al. 2012), Japan (e.g. Yada, Tolvanen, and Savolainen 2018), and South Africa (e.g. Savolainen et al. 2012).”