The Influence of Teacher Self-Efficacy in Teaching towards Teacher Attitude in Inclusive Preschool

DOI

10.2991/assehr.k.250121.059How to use a DOI?

Keywords

inclusive preschool, teachers’ attitude, teacher self-efficacy

Abstract

Education is an essential right for all citizens without any exception, including for children with special needs. This policy is known as ‘inclusive education’. This study aimed to examine the influence of teacher self-efficacy in teaching on their attitudes towards inclusive education. The research involved 201 teachers teaching in both inclusive public and private preschools in Jabodetabek and some on the island of Sumatra. Two instruments were used for data collection: Multidimensional Attitudes towards Inclusive Educational Scale – Indonesian Version (MATIES-IV) adapted by Sihombing (2014) and the teacher self-efficacy is measured using Teacher Efficacy for Inclusive Practice (TEIP) adapted by Kurniawati (2017). Research data was analyzed through Confirmatory Factor Analysis (CFA). Furthermore, descriptive statistics, mean and standard deviation, t-test, ANOVA and regression analysis were conducted using a step-by-step method. The results indicated that teacher self-efficacy in collaboration towards IE significantly influence the teacher’s attitude in the affective aspects of attitudes.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Wirza Feny Rahayu
AU  - Farida Kurniawati
PY  - 2019
DA  - 2019/12/25
TI  - The Influence of Teacher Self-Efficacy in Teaching towards Teacher Attitude in Inclusive Preschool
BT  - Proceedings of the 3rd International Conference on Special Education (ICSE 2019)
PB  - Atlantis Press
SP  - 265
EP  - 270
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.250121.059
DO  - 10.2991/assehr.k.250121.059
ID  - Rahayu2019
ER  -