Pendidikan Inklusif: Efikasi Kendiri Guru Prasekolah
Keywords:
pendidikan inklusif, efikasi kendiri guru prasekolah, pengajaran, kerjasama, pengurusan tingkah laku
Abstract
Kajian ini dijalankan untuk mengenal pasti efikasi kendiri Guru Prasekolah terhadap pelaksanaan Pendidikan Inklusif. Kajian kuantitatif ini menggunakan kaedah tinjauan yang melibatkan 100 orang Guru Prasekolah di Zon Pantai Barat Sabah. Pemboleh ubah kajian telah diuji menggunakan statistik deskriptif dan inferensi dengan menggunakan perisian SPSS (Statistical Package for Social Science version 25.0). Berdasarkan analisis deskriptif, dapatan kajian ini menunjukkan efikasi kendiri Guru Prasekolah secara keseluruhan adalah berada pada tahap tinggi (M=3.7367, SD=.5938) dengan dimensi pengajaran (M=3.8000, SD=.6168) pada tahap paling tinggi diikuti oleh kerjasama (M=3.7417, SD=.6579) serta pengurusan tingkah laku (M=3.6683, SD=.6562). Ujian-t dan ANOVA menunjukkan tidak terdapat perbezaan efikasi kendiri Guru Prasekolah terhadap pelaksanaan Pendidikan Inklusif yang signifikan berdasarkan jantina dan pengalaman mengajar.
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References
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Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
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Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222–229. https://doi.org/10.1016/j.tate.2017.02.005
Yada, A., Tolvanen, A., & Savolainen, H. (2018). Teachers’ attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling. Teaching and Teacher Education, 75, 343–355. https://doi.org/10.1016/j.tate.2018.07.011
Bandura, A. (2011). The Explanatory and Predictive Scope of Self-Efficacy Theory. Journal of Social and Clinical Psychology, 4(3), 359–373.
Chao, C. N. G., Forlin, C., & Ho, F. C. (2016). Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2016.1155663
Chao, C. N. G., Lai, F. T. T., Ji, M., Lo, S. K., & Sin, K. F. (2018). Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools? Teaching and Teacher Education, 75, 164–173. https://doi.org/10.1016/j.tate.2018.06.014
Chua Yan Piaw. 2011. Kaedah dan Statistik Penyelidikan: Buku 1 Kaedah Penyelidikan. Kuala Lumpur: Mc Graw Hill Education.
De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331–353. https://doi.org/10.1080/13603110903030089
Desombre, C., Lamotte, M., & Jury, M. (2018). French teachers’ general attitude toward inclusion: the indirect effect of teacher efficacy. Educational Psychology. https://doi.org/10.1080/01443410.2018.1472219
Emam, M. M., & Mohamed, A. H. H. (2011). Preschool and primary school teachers’ attitudes towards inclusive education in Egypt: The role of experience and selfefficacy. In Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2011.11.331
Kuyini, A. B., Desai, I. (Ishwar), & Sharma, U. (2018). Teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education in Ghana. International Journal of Inclusive Education, 1–18. https://doi.org/10.1080/13603116.2018.1544298
Lee, L. W., & Low, H. M. (2013). “Unconscious” inclusion of students with learning disabilities in a Malaysian mainstream primary school: Teachers’ perspectives. Journal of Research in Special Educational Needs. https://doi.org/10.1111/j.1471-3802.2012.01250.x
Loreman, T., Forlin, C., & Sharma, U. (2014). Measuring indicators of inclusive education: A systematic review of the literature. International Perspectives on Inclusive Education, 3, 165–187. https://doi.org/10.1108/S1479-363620140000003024
Monteiro, E., Kuok, A. C. H., Correia, A. M., Forlin, C., Teixeira, V., & Vitor, &. (2018). Perceived efficacy of teachers in Macao and their alacrity to engage with inclusive education. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2018.1514762
Othman Talib. 2013. Asas Penulisan Tesis, Penyelidikan dan Statistik. Serdang: Universiti Putra Malaysia.
Savolainen, H., Engelbrecht, P., Nel, M., & Malinen, O.-P. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27(1), 51–68. https://doi.org/10.1080/08856257.2011.613603
Schwab, S., Hellmich, F., & Görel, G. (2017). Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. Journal of Research in Special Educational Needs. https://doi.org/10.1111/1471-3802.12379
Sharma, U., Aiello, P., Pace, E. M., Round, P., & Subban, P. (2018). In-service teachers’ attitudes, concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers. European Journal of Special Needs Education, 33(3), 437–446. https://doi.org/10.1080/08856257.2017.1361139
Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practices. Journal of Research in Special Educational Needs, 12(1), 12–21. https://doi.org/10.1111/j.1471-3802.2011.01200.x
Tariq, M., Sharma, A. U., & Deppeler, J. M. (2012). Exploring Pre-Service Teachers’ Perceived Teaching-Efficacy, Attitudes and Concerns About Inclusive Education in Bangladesh. International Journal Of Whole Schooling (Vol. 8).
Tasnuba, T., & Tsokova, D. (2015). BRAC Primary School Teachers’ Teaching-efficacy, Attitude, Sentiment and Concern towards Inclusion of Children with Disabilities in Regular Classrooms in Bangladesh. Asian Journal of Inclusive Education (AJIE) 53 Tasnuba & Tsokova (Vol. 1).
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1
Weiss, S., Markowetz, R., & Kiel, E. (2018). How to teach students with moderate and severe intellectual disabilities in inclusive and special education settings: Teachers’ perspectives on skills, knowledge and attitudes. European Educational Research Journal. https://doi.org/10.1177/1474904118780171
Yada, A., & Savolainen, H. (2017). Japanese in-service teachers’ attitudes toward inclusive education and self-efficacy for inclusive practices. Teaching and Teacher Education, 64, 222–229. https://doi.org/10.1016/j.tate.2017.02.005
Yada, A., Tolvanen, A., & Savolainen, H. (2018). Teachers’ attitudes and self-efficacy on implementing inclusive education in Japan and Finland: A comparative study using multi-group structural equation modelling. Teaching and Teacher Education, 75, 343–355. https://doi.org/10.1016/j.tate.2018.07.011
Published
2019-11-24
How to Cite
Jongkulin, M. A., Talip, R. and Taat, M. S. (2019) “Pendidikan Inklusif: Efikasi Kendiri Guru Prasekolah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(7), pp. 87 - 95. doi: 10.47405/mjssh.v4i7.307.
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