The Influence of Teacher Self-Efficacy in Teaching towards Teacher Attitude in Inclusive Preschool

摘要

Education is an essential right for all citizens without any exception, including for children with special needs. This policy is known as 'inclusive education'. This study aimed to examine the influence of teacher self-efficacy in teaching on their attitudes towards inclusive education. The research involved 201 teachers teaching in both inclusive public and private preschools in Jabodetabek and some on the island of Sumatra. Two instruments were used for data collection: Multidimensional Attitudes towards Inclusive Educational Scale - Indonesian Version (MATIES-IV) adapted by Sihombing (2014) and the teacher self-efficacy is measured using Teacher Efficacy for Inclusive Practice (TEIP) adapted by Kurniawati (2017). Research data was analyzed through Confirmatory Factor Analysis (CFA). Furthermore, descriptive statistics, mean and standard deviation, t-test, ANOVA and regression analysis were conducted using a step-by-step method. The results indicated that teacher self-efficacy in collaboration towards IE significantly influence the teacher's attitude in the affective aspects of attitudes.