Exploring factors influencing teacher self-efficacy in implementing inclusive education in Cambodia: A two-level hierarchical linear model

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Educational Evaluation Pub Date : 2024-10-30 DOI:10.1016/j.stueduc.2024.101415
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Abstract

This study examined teachers’ self-efficacy for inclusive practices and identified factors influencing it. The study involved 1008 primary school teachers from 236 schools across Cambodia. It was guided by a conceptual framework grounded in Bandura’s Theory of Self-Efficacy, addressing existing research gaps and incorporating empirical insights into the factors shaping teachers’ self-efficacy for inclusive practices. Using descriptive statistics, exploratory factor analysis, reliability tests, and the two-level hierarchical linear model (HLM), the study found that teachers reported the highest self-efficacy in managing behaviours and the lowest in collaboration, especially with parents. Factors such as gender, interaction experience, inclusive education training, knowledge of disabilities, and the implementation of inclusive education programmes significantly influenced their self-efficacy. The study’s findings provide valuable insights for improving teacher education in the context of inclusive practices.
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探索影响柬埔寨教师实施全纳教育自我效能感的因素:两级分层线性模型
本研究考察了教师在全纳实践中的自我效能感,并确定了影响因素。柬埔寨全国 236 所学校的 1008 名小学教师参与了这项研究。研究以班杜拉的 "自我效能理论"(Theory of Self-Efficacy)为基础的概念框架为指导,填补了现有研究的空白,并将经验性见解融入影响教师全纳实践自我效能感的因素中。通过描述性统计、探索性因素分析、可靠性测试和两级分层线性模型(HLM),研究发现,教师在行为管理方面的自我效能感最高,而在合作方面,尤其是与家长合作方面的自我效能感最低。性别、互动经验、全纳教育培训、残疾知识和全纳教育计划的实施情况等因素对教师的自我效能感有很大影响。研究结果为在全纳实践中改进教师教育提供了宝贵的启示。
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来源期刊
CiteScore
6.90
自引率
6.50%
发文量
90
审稿时长
62 days
期刊介绍: Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.
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