Proceeding of the 5th International Conference on Education and Technology (ICETECH 2024)

<Previous Article In Volume
Next Article In Volume>

Self-Relationship Towards Elementary School Teacher Readiness in Implementing Inclusive Education

Authors
Hartono Hartono1, *, Dian Krissila Setioningsih1, Rufi’i Rufi’i1, Reza Rachmadtullah1, Rosmiati Rosmiati1
1Fakultas Keguruan Dan Ilmu Pendidikan, Universitas PGRI Adi Buana Surabaya, Surabaya, Indonesia
*Corresponding author. Email: hartono@unipasby.ac.id
Corresponding Author
Hartono Hartono
Available Online 15 December 2025.
DOI
10.2991/978-2-38476-493-8_27How to use a DOI?
Keywords
Self-Regulation; Teacher Readiness; Elementary School; Inclusive Education
Abstract

The purpose of this study is to investigate how self-regulation and primary school teachers’ preparedness to use inclusive education relate to one another. The study uses a survey method with a correlational approach, utilizing correlation analysis techniques to analyze data. The results show a strong correlation between teachers’ preparedness for implementing inclusive education and their ability to self-regulate. Self-control on the part of teachers is essential to equipping them to handle the difficulties of inclusive education. The goal of inclusive education is to give all students including those with special needs equal access to education in the same setting. Teachers can provide a more inclusive learning environment and aid in each student’s growth by improving their self-regulation abilities.

Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Download article (PDF)

<Previous Article In Volume
Next Article In Volume>
Volume Title
Proceeding of the 5th International Conference on Education and Technology (ICETECH 2024)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
15 December 2025
ISBN
978-2-38476-493-8
ISSN
2352-5398
DOI
10.2991/978-2-38476-493-8_27How to use a DOI?
Copyright
© 2025 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - Hartono Hartono
AU  - Dian Krissila Setioningsih
AU  - Rufi’i Rufi’i
AU  - Reza Rachmadtullah
AU  - Rosmiati Rosmiati
PY  - 2025
DA  - 2025/12/15
TI  - Self-Relationship Towards Elementary School Teacher Readiness in Implementing Inclusive Education
BT  - Proceeding of the 5th International Conference on Education and Technology (ICETECH 2024)
PB  - Atlantis Press
SP  - 269
EP  - 275
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-493-8_27
DO  - 10.2991/978-2-38476-493-8_27
ID  - Hartono2025
ER  -