How to Cite
Abstract
This study is grounded in the premise that prior to delving into teachers' perspectives on inclusive education implementation, it is imperative to possess a tool that assesses their confidence in teaching children with special needs. Employing a quantitative methodology, the research investigates the correlation between demographic variables, perceptions of school climate, and the effectiveness of teaching children with special needs. 72 teachers from public and private schools in Kota Depok were involved in this research. This research aims to address the question, does perceived school climate impact teaching efficacy for children with special needs? Using a t-test and regression analysis, this research found a significant association between teachers' perceptions of an inclusive school climate and their efficacy in instructing students with special needs. Moreover, the regression analysis underscores the predominant role of school-provided resources, collaboration, and instructional innovation in shaping teaching efficacy.References
Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291–307. https://doi.org/10.1007/s10984-015-9198-x
Alnahdi, G. H., Lindner, K. T., & Schwab, S. (2022). Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion. Frontiers in Psychology, 13(July). https://doi.org/10.3389/fpsyg.2022.917676
Bandura, A., Bandura A, & Bandura, A. (2006). Bandura 1977.pdf. In Self-efficacy beliefs of adolescents (Vol. 84, Issue 2, pp. 307–337).
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the Process of Cross-Cultural Adaptation of Self-Report Measures. 25(24), 3186–3191.
Dawson, H., & Scott, L. (2013). Teaching Students With Disabilities Efficacy Scale: Development and Validation. Inclusion, 1(3), 181–196. https://doi.org/10.1352/2326-6988-1.3.181
Duka, A., Leka, K., Vampa, M., Bursová, J., & Jenisová, Z. (2024). The Impact of Climate in Inclusive Classrooms - Influencing the Motivation of Students With Special Needs. Journal of Education Culture and Society, 15(1), 303–314. https://doi.org/10.15503/jecs2024.1.303.314
Durdukoca, Ş. F. (2021). Reviewing of Teachers’ Professional Competencies for Inclusive Education. International Education Studies, 14(10), 1. https://doi.org/10.5539/ies.v14n10p1
Finlayson, D. S. (1987). School climate: An outmoded metaphor. Journal of Curriculum Studies, 19(2), 163–173. https://doi.org/10.1080/0022027870190205
Fu, W., He, X., Sun, Y., Wang, C., Wang, J., & Dong, Y. (2023). The relationship between school climate and general teachers’ attitude toward inclusion in China: the mediation effect of teachers’ efficacy. International Journal of Developmental Disabilities, 69(4), 602–610. https://doi.org/10.1080/20473869.2021.1985919
Hosford, S., & O’Sullivan, S. (2016a). A climate for self-efficacy: The relationship between school climate and teacher efficacy for inclusion. International Journal of Inclusive Education, 20(6), 604–621. https://doi.org/10.1080/13603116.2015.1102339
Hosford, S., & O’Sullivan, S. (2016b). A climate for self-efficacy: The relationship between school climate and teacher efficacy for inclusion. International Journal of Inclusive Education, 20(6), 604–621. https://doi.org/10.1080/13603116.2015.1102339
Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers’ perceptions of school climate: A validity study of scores from the revised school level environment questionnaire. Educational and Psychological Measurement, 67(5), 833–844. https://doi.org/10.1177/0013164406299102
Klik, K. A., Cárdenas, D., & Reynolds, K. J. (2023). School climate, school identification and student outcomes: A longitudinal investigation of student well-being. British Journal of Educational Psychology, 93(3), 806–824. https://doi.org/10.1111/bjep.12597
Lacks, P., & Watson, S. B. (2018). The Relationship Between School Climate and Teacher Self-Efficacy in A Rural Virginia School System. School Leadership Review, 13(1), 48–58.
Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in Psychology, 8(DEC), 1–21. https://doi.org/10.3389/fpsyg.2017.02069
Opoku, M. P., Nketsia, W., & Mohamed, A. H. (2022). The self-efficacy of private school teachers toward the implementation of inclusive education in Ghana: A mixed-methods study. Frontiers in Education, 7(September), 1–16. https://doi.org/10.3389/feduc.2022.985123
Prado, J. (2022). School Climate and Teacher Self- Efficacy: Teacher’s Perspectives. Online Research Commons @ ATU.
Rasidi, M. A. (2023). A REVIEW OF INDONESIAN INCLUSIVE EDUCATION : FROM 2015-2022. 2(1), 43–63.
Savolainen, H., Malinen, O.-P., & Schwab, S. (2020). Teacher efficacy predicts teachers’ attitudes towards inclusion – a longitudinal cross-lagged analysis. International Journal of Inclusive Education, 1–15. https://doi.org/10.1080/13603116.2020.1752826
Scheer, D., Scholz, M., Rank, A., & Donie, C. (2015). Inclusive Beliefs and Self-Efficacy Concerning Inclusive Education Among German Teacher Trainees and Student Teachers. Journal of Cognitive Education and Psychology, 14(3), 270–293. https://doi.org/10.1891/1945-8959.14.3.270
Xue, R., Chai, H., Yao, L., & Fu, W. (2023). The influence of school inclusive education climate on physical education teachers’ inclusive education competency: The mediating role of teachers’ agency. Frontiers in Psychology, 14(February), 1–8. https://doi.org/10.3389/fpsyg.2023.1079853