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All Journal Jurnal Pendidikan dan Pengajaran Empathy : Jurnal Fakultas Psikologi AL ISHLAH Jurnal Pendidikan PAUD Lectura: Jurnal Pendidikan Anak Usia Dini Jurnal Pelita PAUD Tanzhimuna : Jurnal Manajemen Pendidikan Islam Cerdas-Jurnal Pendidikan Jurnal Pengabdian Pendidikan Khusus International Journal of Pedagogy Jurnal Pelita PAUD Journal of Special Education Lectura
Hasanah, Nisaul
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Public Health Social Sciences Other

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Journal : AL ISHLAH Jurnal Pendidikan

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Self-Efficacy: Readiness of Teachers in Inclusive Schools Wahyuni, Sri; Novembli, Meta Silfia; Hasanah, Nisaul
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5354

Abstract

Inclusive education involves ensuring that all students, including those with disabilities, have access to and participate fully in their educational environment as a fundamental right. Central to this is the concept of teacher self-efficacy, which refers to a teacher's belief in their ability to effectively instruct diverse learners. Teachers with high self-efficacy are more likely to approach disabilities with a positive and inclusive mindset, whereas those with lower self-efficacy often demonstrate less inclusive attitudes. This study aimed to assess whether teachers in inclusive primary schools possess the self-efficacy needed to effectively teach students with disabilities. A descriptive and quantitative methodology was employed, involving all 40 teachers within the study. Findings revealed that teachers in inclusive elementary schools tend to exhibit lower self-efficacy when addressing disabilities outside their area of expertise. Across various self-efficacy dimensions—such as inclusive teaching, collaboration, and behavior management—teachers were generally rated as moderate, regardless of the extent of direct interaction with students with disabilities. The results indicate a need for targeted professional development and training to enhance teachers' ability to support students with disabilities more effectively.
Co-Authors Effran Zudeta Fadillah, Siti Fitriani, Dina Hartati, Peby Tri Hendriana Putri, Tiara Herlinawati Iskandar, Puteri Qohimah Hanum Maulana, Fajar Novembli, Meta Silfia Ramadansur, Rahmat Ratu Bilqis, Ratu Reswita Sean Marta Efastri, Sean Marta Sindiasari, Dita Sri Wahyuni Suharni Suklani Ustafiano, Bintha Wasiah Sufi