Inclusive Education: The Self-Efficacy of Preschool Teachers

  • Mohammad Azman Jongkulin Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah (UMS)
  • Roslee Talip Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah (UMS)
  • Muhammad Suhaimi Taat Fakulti Psikologi dan Pendidikan, Universiti Malaysia Sabah (UMS)
Keywords: inclusive education, self-efficacy of preschool teachers, teaching, cooperation, behavior management

Abstract

This research is done to identify the self-efficacy of Preschool Teachers on the implementation of Inclusive Education. This quantitative research is using the method of survey that involves 100 Preschool Teachers in Sabah West Coast Zone. The research variables were tested by using the descriptive statistic and inference using SPSS software (Statistical Package for School Science version 25.0). Based on the descriptive analysis, the findings showed the overall self-efficacy Preschool Teachers was at high level (M=3.7367, SD=.5938), while teaching dimension (M=3.6638, SD=.6168) is at the highest level followed by cooperation (M=3.7417, SD=.6579) as well as behavior management (M=3.3383, SD=.6562). The t-Test and ANOVA showed there was no significant difference on self- efficacy Preschool Teachers on the implementation of Inclusive Education based on sex and years of teaching experience. Therefore, the continuous professionalism enhancement based on teaching experience shall be empowered to help increasing the self-efficacy of Preschool Teachers in handling Special Needs Children.

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Published
2019-11-24
How to Cite
Jongkulin, M. A., Talip, R., & Taat, M. S. (2019). Inclusive Education: The Self-Efficacy of Preschool Teachers. Malaysian Journal of Social Sciences and Humanities (MJSSH), 4(7), 87 - 95. Retrieved from https://msocialsciences.com/index.php/mjssh/article/view/307
Section
Articles