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Factors Influencing Teacher Efficacy in Inclusive Education

Published online by Cambridge University Press:  11 October 2021

Gökhan Baş Open the ORCID record for Gökhan Baş [Opens in a new window]
Gökhan Baş*
Affiliation:
Niğde Ömer Halisdemir University, Turkey
*
Email: gokhanbas51@gmail.com
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Abstract

The present research attempted to examine the relative importance of student-related and school-related factors in accounting for teacher efficacy in inclusive education. The research adopted a predictive research design, and the sample of the research consisted of teachers (N = 292) working in public middle schools in the province of Niğde in the Central Anatolia Region of Turkey. To determine the factors influencing teacher efficacy in inclusive education, Teacher Demographic Information Questionnaire and Teacher Efficacy for Inclusive Practices scale were used. In the research, multiple regression analysis was conducted to examine how well each set of independent variables — student-related factors and school-related factors — predicted teacher efficacy in inclusive education. According to the findings, student-related and school-related factors significantly influence teacher efficacy in inclusive education. Regarding the student-related factors, parental involvement, among other variables, was the most substantial predictor of teacher efficacy in inclusive education. Also, in terms of school-related factors, class size was the most substantial predictor of teacher efficacy in inclusive education.

Keywords

inclusive educationteacher efficacy in inclusive educationinclusive education in middle schools
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 46 , Issue 1 , July 2022 , pp. 19 - 32
Copyright
© The Author(s), 2021. Published by Cambridge University Press

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Footnotes

†

This manuscript was accepted under the Editorship of Umesh Sharma.

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