The Relationship Among Teachers' Characteristics, Self-Efficacy and Attitudes towards Inclusive Education Among Chinese Preschool Teachers.
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| Title: | The Relationship Among Teachers' Characteristics, Self-Efficacy and Attitudes towards Inclusive Education Among Chinese Preschool Teachers. |
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| Authors: | Zhao, Meiju (AUTHOR), Ai, Jun (AUTHOR), Zhang, Jihong (AUTHOR), Peng, Yuyao (AUTHOR) |
| Source: | International Journal of Disability, Development & Education. Mar2026, Vol. 73 Issue 2, p279-294. 16p. |
| Subjects: | Cross-sectional method, Psychology of teachers, Self-efficacy, Research funding, Questionnaires, Mainstreaming in special education, Structural equation modeling, Descriptive statistics, Social learning theory, Professions, College teacher attitudes, Metropolitan areas, Sociodemographic factors, Teacher-student relationships, Data analysis software, Children |
| Geographic Terms: | China |
| Abstract: | The purpose of this study was to investigate the relationships among Chinese in-service preschool teachers' characteristics, teachers' self-efficacy for inclusive education, and teachers' attitudes towards inclusion. A total of 736 in-service preschool teachers from seven provinces and a municipality (i.e. Beijing City) of China participated. The results of structural equation modelling provided evidence that teachers' interactions with people with disabilities, in-service training and self-efficacy predicted preschool teachers' attitudes directly. Additionally, in-service training and knowledge of local policy of inclusive education predicted preschool teachers' attitudes towards inclusion via the moderation of self-efficacy. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The purpose of this study was to investigate the relationships among Chinese in-service preschool teachers' characteristics, teachers' self-efficacy for inclusive education, and teachers' attitudes towards inclusion. A total of 736 in-service preschool teachers from seven provinces and a municipality (i.e. Beijing City) of China participated. The results of structural equation modelling provided evidence that teachers' interactions with people with disabilities, in-service training and self-efficacy predicted preschool teachers' attitudes directly. Additionally, in-service training and knowledge of local policy of inclusive education predicted preschool teachers' attitudes towards inclusion via the moderation of self-efficacy. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1034912X |
| DOI: | 10.1080/1034912X.2025.2465280 |
