Factors Influencing Teachers’ Attitudes and Self-Efficacy of Students with Disabilities in Inclusive Schools at Elementary Level

Alkeraida, Ali  A.

doi:10.21608/jsre.2025.349668.1760

Factors Influencing Teachers’ Attitudes and Self-Efficacy of Students with Disabilities in Inclusive Schools at Elementary Level

Document Type : Original Article

Author

Ali A. Alkeraida

Special Education Department College of Education, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia

10.21608/jsre.2025.349668.1760

Abstract

The study aimed to explore teachers' attitude and self-efficacy and the factors affecting their attitudes and self-efficacy of teaching students with disabilities in inclusive schools in light of demographic variables (financial incentive, nature of work, and type of disability). The study applied the quantitative descriptive approach, by using the (SACIE), and the (TEIP) scales. The study sample consisted of 95 teachers in five elementary inclusive schools in Riyadh, Saudi Arabia. The results of the study showed that teachers' attitudes towards the inclusion of students with disabilities were generally neutral, while their attitudes were positive in the dimension of feelings. With regard to the self-efficacy, teachers reported a moderate level of teaching efficacy in managing behavior. The results of the study also showed a clear impact of demographic variables based on teachers' attitudes and self-efficacy. It was found that the presence of financial incentive has a positive effect on reducing teachers' concerns. The results also revealed the impact of the nature of work on the inclusion of students with disabilities, and it was found that general education teachers have more positive attitudes towards inclusion compared to special education teachers. In addition, the impact of the type of disability on attitudes was noted, as teachers who teach students with autism spectrum disorder showed more positive attitudes compared to other teachers. The results of the study also showed that teachers who teach students with learning disabilities had a higher level of teaching efficacy compared to others. For future studies, this study recommends the need to examine more factors affecting teachers' attitudes and self-efficacy with a focus on pre- and in-service teachers. The study highlighted the importance of providing teachers with practices related to inclusive education through training programs aimed at enhancing positive attitudes and improving their skills in managing behavior in inclusive classrooms.

Keywords

Main Subjects

Educational psychology

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Translation of Arabic References

Al-Amer, Saad Moatash. (2023). The level of self-efficacy among special education teachers in integration classes from the teachers' own perspective. Journal of Humanities, 19, 245-265.

Al-Amer, Saad Moatash. (2022). Some factors and their relationship to teachers' attitudes and concerns towards integrating people with disabilities into general education. A comparative study between special education teachers before and during service. Journal of Educational Sciences, 49(2), 46-63.