6533b81ffe1ef96bd127734c

RESEARCH PRODUCT

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

Hannu SavolainenHannu SavolainenAsko TolvanenYada Akie

subject

inclusive educationinklusiivinen opetuseducationasenteetSample (statistics)behavioral disciplines and activitiesomatoimisuusStructural equation modelingEducationSuomimental disordersMathematics educationta5160501 psychology and cognitive sciencesta515Self-efficacyosallistava opetusteachersattitudesJapani05 social sciences050301 educationopettajatmulti-group structural equation modellingPsychologyself-efficacy0503 education050104 developmental & child psychology

description

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.

yearjournalcountryeditionlanguage
2018-10-01Teaching and Teacher Education
https://doi.org/10.1016/j.tate.2018.07.011