THE TEACHERS’ PERCEPTION OF SELF-EFFICACY AND THE ATTITUDE TOWARDS INCLUSIVE EDUCATION

Abstract

This article concerns teachers’ sense of personal self-efficacy and the attitude to inclusive education. The purpose of the study is the assessment of teachers’ general and professional self-efficacy, identification of the attitude to inclusive education, and the examination of the relationship between the above variables. The process of the introduction and implementation of inclusive education in Georgia has been in place for about 20 years and, as evidenced by reports and studies, it is still a major challenge for the educational sector. Teachers play a crucial role in the successful implementation of inclusive education. The study of the problem of self-efficacy is timely and relevant as long as the qualification of teachers, enabling them to accurately evaluate the outcomes of their actions in the context of professional activities and form a realistic picture of their opportunities has currently acquired especial importance. The study was conducted throughout Georgia and covered 102 teachers in general education: 45 in elementary school and 57 in basic education. The data were processed using basic and multidimensional methods. SPSS-23 software package was employed for the statistical analysis. The data analysis showed that compared to the previous years, teachers now have a better understanding of the importance of inclusion. It also showed that the teachers’ professional efficacy (teaching related tasks, engagement of students in the educational process and class management) is associated with the sense of general self-efficacy. Our hypothesis about the impact of teachers’ self-efficacy level on the relationship between the factors of their attitude to the readiness for inclusive education has been partially confirmed.