The Relationship Between Teacher Efficacy and Attitude Toward Inclusive Education in Public Inclusive Elementary School

Abstract

This research is conducted to find about the relationship between teacher efficacy and dimensions of teacher efficacy with attitude toward inclusive education in public inclusive elementary school. The instruments of this study were Teachers’ Sense of Efficacy Scale (to measure teacher efficacy) and Multidimensional Atitude toward Inclusive Education Scale (MATIES) (to measure attitude teacher toward inclusive education). Participants of this study were teacher in public inclusive elementary school (N=100). The result of research showed that there is a positive significant correlation between teacher efficacy and attitude toward inclusive education in public inclusive elementary school. This finding suggests when teachers have high score in teacher efficacy, they tend to have positive attitude toward inclusive education. On the contrary, when teachers have low score in teacher efficacy, they tend to have negative attitude toward inclusive education. The results of research related to dimensions of teacher efficacy found that there is positive significant correlation between efficacy in student engagement and efficacy in instructional strategies dimensions with teacher attitude toward inclusive education in public inclusive elementary school. In the other hand, efficacy in classroom management dimension showed there is no positive significant correlation with attitude toward inclusive education in public inclusive elementary school. In order to increase teacher efficacy in public inclusive elementary school, schools can provide facilities such as property to teach, shadow teachers and also to limit the number of student in each class.



Author Information
Sulfani Nur Mawaddah, University of Indonesia, Indonesia
Tiza Meidrina, University of Indonesia, Indonesia
Frieda Mangunsong, University of Indonesia, Indonesia
Pratiwi Widyasari, University of Indonesia, Indonesia

Paper Information
Conference: ACE2016
Stream: Primary and secondary education

This paper is part of the ACE2016 Conference Proceedings (View)
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