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Relationships of Inclusive Teachers' Perceptions on Inclusive Education, Self-Efficacy on Their Performance, and Job Stress

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2019, 20(3), pp.57-76
  • DOI : 10.19049/JSPED.2019.20.3.04
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : August 12, 2019
  • Accepted : September 11, 2019
  • Published : September 30, 2019

Lee, Su-Youn 1 Choi, Sung Kyu 1

1대구대학교

Accredited

ABSTRACT

[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.

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