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@article{ART002507718},
author={Lee, Su-Youn and Choi, Sung Kyu},
title={Relationships of Inclusive Teachers' Perceptions on Inclusive Education, Self-Efficacy on Their Performance, and Job Stress},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2019},
volume={20},
number={3},
pages={57-76},
doi={10.19049/JSPED.2019.20.3.04}

TY - JOUR
AU - Lee, Su-Youn
AU - Choi, Sung Kyu
TI - Relationships of Inclusive Teachers' Perceptions on Inclusive Education, Self-Efficacy on Their Performance, and Job Stress
JO - Journal of Special Education: Theory and Practice
PY - 2019
VL - 20
IS - 3
PB - Research Institute of the Korea Special Education
SP - 57
EP - 76
SN - 1598-060X
AB - [Purpose] The purpose of this study was to analyze the relationship between inclusive teachers’ perceptions on incllusive education, self-efficacy on their performance, and job stress. [Method] The questionnaire consisted of total of 80 items; 20 items on the perception of inclusive education, 20 items on self-efficacy, 20 items on competencies to perform inclusive education, and 20 items on teacher job stress. Of the total 300 copies (85%) collected from the total 350 copies, 294 copies (84%) were processed. The exploratory factor analysis and structural equation modeling were utilized. [Results] The results of this study were the inclusive education perceptions and self-efficacy of inclusive class teachers had statistical explanatory power of necessary conditions. Teachers' self-efficacy in the inclusive class did have statistical significance in the explanatory power of teaching stress. Teachers' perceptions of inclusive education had a statistically significant explanatory power on the ability to perform inclusive education, but they did not have statistical explanations about teaching stress. [Conclusion] In conclusion, this study suggests that a positive perception of inclusive education and a high level of self-efficacy are needed to improve the ability of inclusive class teachers to perform inclusive education.
KW - inclusive education;inclusive teachers’ perceptions;self-efficacy;performance;job stress
DO - 10.19049/JSPED.2019.20.3.04
ER -

Lee, Su-Youn and Choi, Sung Kyu. (2019). Relationships of Inclusive Teachers' Perceptions on Inclusive Education, Self-Efficacy on Their Performance, and Job Stress. Journal of Special Education: Theory and Practice, 20(3), 57-76.

Lee, Su-Youn and Choi, Sung Kyu. 2019, "Relationships of Inclusive Teachers' Perceptions on Inclusive Education, Self-Efficacy on Their Performance, and Job Stress", Journal of Special Education: Theory and Practice, vol.20, no.3 pp.57-76. Available from: doi:10.19049/JSPED.2019.20.3.04

Lee, Su-Youn, Choi, Sung Kyu "Relationships of Inclusive Teachers' Perceptions on Inclusive Education, Self-Efficacy on Their Performance, and Job Stress" Journal of Special Education: Theory and Practice 20.3 pp.57-76 (2019) : 57.

Lee, Su-Youn, Choi, Sung Kyu. Relationships of Inclusive Teachers' Perceptions on Inclusive Education, Self-Efficacy on Their Performance, and Job Stress. 2019; 20(3), 57-76. Available from: doi:10.19049/JSPED.2019.20.3.04

Lee, Su-Youn and Choi, Sung Kyu. "Relationships of Inclusive Teachers' Perceptions on Inclusive Education, Self-Efficacy on Their Performance, and Job Stress" Journal of Special Education: Theory and Practice 20, no.3 (2019) : 57-76.doi: 10.19049/JSPED.2019.20.3.04

Lee, Su-Youn; Choi, Sung Kyu. Relationships of Inclusive Teachers' Perceptions on Inclusive Education, Self-Efficacy on Their Performance, and Job Stress. Journal of Special Education: Theory and Practice, 20(3), 57-76. doi: 10.19049/JSPED.2019.20.3.04

Lee, Su-Youn; Choi, Sung Kyu. Relationships of Inclusive Teachers' Perceptions on Inclusive Education, Self-Efficacy on Their Performance, and Job Stress. Journal of Special Education: Theory and Practice. 2019; 20(3) 57-76. doi: 10.19049/JSPED.2019.20.3.04

Lee, Su-Youn, Choi, Sung Kyu. Relationships of Inclusive Teachers' Perceptions on Inclusive Education, Self-Efficacy on Their Performance, and Job Stress. 2019; 20(3), 57-76. Available from: doi:10.19049/JSPED.2019.20.3.04

Lee, Su-Youn and Choi, Sung Kyu. "Relationships of Inclusive Teachers' Perceptions on Inclusive Education, Self-Efficacy on Their Performance, and Job Stress" Journal of Special Education: Theory and Practice 20, no.3 (2019) : 57-76.doi: 10.19049/JSPED.2019.20.3.04