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ERIC Number: EJ1425977
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-5698
EISSN: EISSN-1465-3400
A Comparative Study on Saudi and Japanese In-Service Teachers' Attitudes towards Inclusive Education and Self-Efficacy in Inclusive Practices
Akie Yada; Ghaleb H. Alnahdi
Educational Studies, v50 n4 p539-557 2024
Although providing equal educational opportunity for all children is the common goal for inclusive education around the world, the way of implementation is influenced by cultural, historical, and socioeconomic factors of each country. This study aims to compare Saudi and Japanese teachers' attitudes and self-efficacy in inclusive education. Data were collected from 185 Saudi and 359 Japanese in-service teachers using a survey. Quantitative analysis revealed that there was no difference between Saudi and Japanese teachers' attitudes towards including students with disabilities. The Japanese teachers' overall self-efficacy was lower than that of the Saudi teachers, but this result was discussed with consideration to the modesty bias prevalent in Japanese culture. The findings provide useful insights for developing pre-service and in-service teacher education, where skills considering managing student behaviour and collaboration need to be more emphasised in Saudi Arabia and knowledge of policies regarding inclusive education should be stressed in Japan.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia; Japan
Grant or Contract Numbers: N/A