Sense Of Self-Efficacy And Attitude Towards The Implementation Of Inclusive Education For Students With Learning Disabilities In Jordan

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dc.contributor.authorAlshoura, Hamza Mahmoud
dc.date.accessioned2018-01-24T01:24:40Z
dc.date.available2018-01-24T01:24:40Z
dc.date.issued2017-08
dc.description.abstractResearch on teachers‘ attitudes and self-efficacy towards inclusion and related issue to it in the Jordanian context is almost non-existent. This was the main reason why this research was conducted. The purpose of this study was to examine the attitude and self-efficacy among mainstream teachers and special education teachers towards inclusive education involving students with learning disabilities (LD) in Jordan. Issues related to inclusion such as the benefits of the inclusion, obstacles, and support needed for the teachers were also examined. This study used a quantitative and qualitative method of data collection. Five hundred twenty-nine teachers were involved in giving their respond to the Scale of Teachers' Attitudes toward Inclusive Classrooms (STATIC) and the Teachers‘ Sense of Efficacy Scale (TSES). In addition, 20 teachers were interviewed regarding the same issues. Result of this study has shown that the mainstream teachers had moderate attitudes toward the inclusion, compared to the special education teachers who were highly efficacious in their attitudes. In addition, the mainstream and special education teachers also were found to have a moderate level of self-efficacy toward the inclusion. The t-test result showed that there was statistically significant differences between the both groups according to the dimensions of self-efficacy scale. However, the t-test also indicated that there was a significant difference between both groups according to their gender regarding their attitudes towards inclusive education, in which the male teachers were slightly found having more positive attitudes compared to female teachers. Further on, Pearson correlation test results (r) showed that there was a weak positive correlation between teachers‘ self-efficacy and attitudes (r = 0.191). The results were strengthened by the qualitative data analysis from interview sessions. It revealed that the needed training and experiences in inclusive education were essential factor which might enhance inclusive practices. This study also provided some suggestions for providing special education teachers and main stream teachers with the needed training and experiences regarding inclusive education as well as directions for future research.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/5452
dc.language.isoenen_US
dc.publisherUniversiti Sains Malaysiaen_US
dc.subjectThe attitude and self-efficacy among mainstream teachersen_US
dc.subjecttowards inclusive education involving students with learning disabilities in Jordan.en_US
dc.titleSense Of Self-Efficacy And Attitude Towards The Implementation Of Inclusive Education For Students With Learning Disabilities In Jordanen_US
dc.typeThesisen_US
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