Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan
The purpose of this study is to examine the effects of teacher efficacy and teachers’ attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan. A survey of 95 middle school teachers in Yamaguchi Prefecture, Japan measured the at...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2021-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2021.2007572 |
| _version_ | 1797706883666018304 |
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| author | Kai Nagase Kenji Tsunoda Kumi Fujita |
| author_facet | Kai Nagase Kenji Tsunoda Kumi Fujita |
| author_sort | Kai Nagase |
| collection | DOAJ |
| description | The purpose of this study is to examine the effects of teacher efficacy and teachers’ attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan. A survey of 95 middle school teachers in Yamaguchi Prefecture, Japan measured the attitudes of regular and special education teachers toward inclusive education and teacher efficacy in inclusive education. Then, this study assessed the impact of these factors on teachers’ emotional distress. The results indicated that teachers’ emotional distress was significantly and negatively correlated with high teacher efficacy in inclusive instruction and collaboration. Furthermore, teachers’ emotional distress was significantly and negatively correlated with attitudes toward integrated classroom management. A regression analysis was performed, which further confirmed that middle school teachers’ level of efficacy in inclusive instruction and attitudes toward integrated classroom management were unique predictors of their emotional distress. These findings provide further insights into the challenges facing middle school teachers involved in special needs education. |
| first_indexed | 2024-03-12T05:58:01Z |
| format | Article |
| id | doaj.art-d6b5f574cfee464fba508ada060a201d |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T05:58:01Z |
| publishDate | 2021-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-d6b5f574cfee464fba508ada060a201d2023-09-03T04:26:24ZengTaylor & Francis GroupCogent Education2331-186X2021-01-018110.1080/2331186X.2021.20075722007572Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in JapanKai Nagase0Kenji Tsunoda1Kumi Fujita2Yamaguchi Prefectural UniversityYamaguchi Prefectural UniversityYamaguchi Prefectural UniversityThe purpose of this study is to examine the effects of teacher efficacy and teachers’ attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan. A survey of 95 middle school teachers in Yamaguchi Prefecture, Japan measured the attitudes of regular and special education teachers toward inclusive education and teacher efficacy in inclusive education. Then, this study assessed the impact of these factors on teachers’ emotional distress. The results indicated that teachers’ emotional distress was significantly and negatively correlated with high teacher efficacy in inclusive instruction and collaboration. Furthermore, teachers’ emotional distress was significantly and negatively correlated with attitudes toward integrated classroom management. A regression analysis was performed, which further confirmed that middle school teachers’ level of efficacy in inclusive instruction and attitudes toward integrated classroom management were unique predictors of their emotional distress. These findings provide further insights into the challenges facing middle school teachers involved in special needs education.http://dx.doi.org/10.1080/2331186X.2021.2007572middle school teachersinclusive educationattitudeteachers’ efficacyemotional distress |
| spellingShingle | Kai Nagase Kenji Tsunoda Kumi Fujita Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan Cogent Education middle school teachers inclusive education attitude teachers’ efficacy emotional distress |
| title | Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan |
| title_full | Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan |
| title_fullStr | Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan |
| title_full_unstemmed | Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan |
| title_short | Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan |
| title_sort | effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in japan |
| topic | middle school teachers inclusive education attitude teachers’ efficacy emotional distress |
| url | http://dx.doi.org/10.1080/2331186X.2021.2007572 |
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