Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling. (October 2018)

• Record Type: Journal Article
• Authors: Yada, Akie; Tolvanen, Asko; Savolainen, Hannu
• Is Part Of: Teaching and teacher education. Volume 75(2018)
• Page Start: 343
• Page End: 355
• Publication Date: 2018-10
• Subjects: Inclusive education -- Teachers -- Attitudes -- Self-efficacy -- Multi-group structural equation modelling -- Measurement invariance; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2018.07.011
• Languages: English
• ISSNs: 0742-051X

Abstract

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. Highlights: Teacher self-efficacy and attitudes on inclusion in Japan and Finland are examined. Testing measurement invariance showed cross-cultural validity of the used scales. The strongest predictor was experience in teaching students with disabilities. A longer teaching career had a positive impact on teachers' self-efficacy in Japan. The amount of inclusive education training affected positively only in Finland.