EXPLORING THE SELF-EFFICACY AND ATTITUDES TOWARDS INCLUSIVE EDUCATION AMONG FOREIGN LANGUAGE TEACHERS: A CROSS-NATIONAL ANALYSIS

Date

2024-6-26

Author

Çakar, İrem

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This study aims to investigate foreign language teachers‘ self-efficacy and attitudes towards inclusive education in five different European countries focusing on the factors influencing the sense of self-efficacy and attitudes towards using inclusive practices. Data collected from 266 language teachers across five European countries (Turkiye, Ireland, Spain, France, and the UK) were analyzed utilizing descriptive statistics, Kruskal Wallis tests, and Mann-Whitney U pairwise comparisons. According to the findings, foreign language teachers have overall high self-efficacy (M = 5.5) and positive attitudes (M = 5.57). There are significant variations among countries. Spain has the highest overall means for both self-efficacy (M = 5.86) and attitudes (M = 5.80). Training in inclusive education (p < 0.05 for Managing Behavior and Collaboration), knowledge of local legislation (p < 0.001 for Managing Behavior and Collaboration), age (p < 0.05 for Managing Behavior), and experience in inclusive education significantly influenced both self-efficacy and attitudes. Gender, however, did not have a significant effect. These findings underscore the need for targeted professional development and policy initiatives to foster inclusive practices in European classrooms.

Subject Keywords

attitude, inclusive education, language teachers, quantitative research, self-efficacy

URI

https://hdl.handle.net/11511/110037

Collections

Graduate School of Social Sciences, Thesis