Validation of a Physical Education Teachers’ Self-Efficacy Instrument Toward Inclusion of Students With Disabilities

Self Efficacy ◽

Linear Regression Analysis ◽

Multiple Linear Regression Analysis ◽

Successful Implementation ◽

Global Trend ◽

Students With Autism

The inclusion of students with autism in physical education (PE) curricula has become a global trend. Although the self-efficacy of PE teachers has been identified as a major factor supporting the successful implementation of inclusive PE, limited research exists on this area in non-Western societies, especially Saudi Arabia. To address this paucity, the present study aimed (1) to determine the level of self-efficacy among PE teachers in Saudi Arabia toward including students with autism in PE classes via investigating specific independent variables; and (2) to identify the predictors of Saudi PE teachers’ self-efficacy toward including students with autism. A total of 214 Saudi PE teachers (male n = 188; female n = 26; mean age = 41.07 years) participated in this study. Self-efficacy level toward including students with autism was measured using the Arabic version of the Physical Educators’ Self-Efficacy Towards Including Students with Disabilities-Autism (PESEISD-A) instrument. Statistical analysis revealed that PE teachers had a moderate level (M = 4.51, SD = 2.04) of self-efficacy toward including students with autism in PE classes. Multiple linear regression analysis indicated that age and feelings of preparedness of the teachers were significant predictors (β = −0.297; p = 0.012; β = 0.178; p = 0.012, respectively) of their self-efficacy toward including students with autism in PE classes. The findings highlight the need for continued efforts to improve Saudi PE teachers’ level of self-efficacy and preparedness towards successfully including students with autism.

The Self-Efficacy of Preservice Physical Education Teachers in Disabilities Education in China

Sustainability ◽

10.3390/su12187283 ◽

2020 ◽

Vol 12 (18) ◽

pp. 7283

Author(s):

Yong-Shun Wang ◽

Liu Liu ◽

Xiao-Wen Wei ◽

Martin E. Block

Keyword(s):

Social Support ◽

Physical Education ◽

Self Efficacy ◽

Perceived Social Support ◽

The Self ◽

Adapted Physical Education ◽

Different Types ◽

Education In China

The adapted physical education (APE) field is developing vigorously in China, and an increasing number of students with physical education (PE) as their major will encounter students with disabilities in their future teaching careers. This study thus surveyed PE major students from eight Chinese sports colleges and universities in order to explore how perceived social support could affect the self-efficacy of PE major students who are expected to face students with different types of disabilities; furthermore, it aimed to demonstrate the regulating effect of APE studies and internships. The survey found that (1) perceived social support positively affected self-efficacy among Chinese PE majors who would be facing students with different types of disabilities; (2) APE studies and internships positively affected self-efficacy among Chinese PE majors who would be facing students with different types of disabilities, and; (3) APE studies and internships strengthened perceived social support’s effects on self-efficacy among Chinese PE majors who would be facing students with different types of disabilities.

Improving Self-Efficacy Towards Inclusion in In-Service Physical Education Teachers: A Comparison between Insular and Peninsular Regions in Spain

Sustainability ◽

10.3390/su11205824 ◽

2019 ◽

Vol 11 (20) ◽

pp. 5824 ◽

Cited By ~ 1

Author(s):

Reina ◽

Santana ◽

Montesdeoca ◽

Roldan

Keyword(s):

Physical Education ◽

Training Program ◽

Self Efficacy ◽

Teaching Experience ◽

Physical Educators ◽

Education Policies ◽

Post Test ◽

Service Training

Physical education teachers play a significant role in educating students with special education needs, but they often feel frustrated and unprepared to achieve a successful inclusion process. The lack of inadequate training has proven to have an unfavorable effect on educators’ perceived competence, confidence, and attitudes when working in inclusive settings with children with disabilities. This study evaluates the effect of a training program implemented with in-service physical educators from two different regions in Spain, insular and peninsular, in order to improve their self-efficacy in including students with disabilities in physical education. A pre- vs. post-test intervention was conducted with two groups of 142 in-service physical educators with similar age and teaching experience. The intervention improved their perceived self-efficacy in including students with physical, visual, and intellectual disabilities in physical education (p < 0.01, effect sizes = large). The physical educators teaching in the insular region improved their self-efficacy to a higher extent. This study demonstrates the invariant effect of the training program in both regions, but the self-efficacy scores of the physical educators might be constrained by the contents regarding inclusion in their pre-service training, the education policies of the region where the teaching takes place or the geographical characteristics of their workplace.

Assessment of Teacher Attitudes Toward Inclusion of Students with Disabilities: A Confirmatory Factor Analysis

Adapted Physical Activity Quarterly ◽

10.1123/apaq.14.1.51 ◽

1997 ◽

Vol 14 (1) ◽

pp. 51-64 ◽

Cited By ~ 9

Author(s):

Georgios D. Sideridis ◽

Judy P. Chandler

Keyword(s):

Physical Education ◽

Music Education ◽

Structural Equation ◽

Structural Model ◽

Equation Modeling ◽

Future Research ◽

The Status ◽

Fit Index

The Teacher Integration Attitudes Questionnaire (TIAQ) was developed in order to assess the attitudes and beliefs of teachers (n = 110) with regard to the inclusion of students with disabilities in regular education settings. Using Structural Equation Modeling, the final structural model of the TIAQ comprised four constructs, namely, “Skills,” “Benefits,” “Acceptance,” and “Support.” The final model was fully supported by the derivation sample of music education teachers (n = 54) and produced a Comparative Fit Index (CFI = 1.00). The replication sample of physical education teachers (n = 56) partially supported the generality of the TIAQ, (CFI = .844). Further, the internal consistency properties of the TIAQ (Cronbach’s alpha was .77 for both samples) were satisfactory. We conclude that the psychometric properties of the TIAQ were adequate, and it can be used as a valid assessment in evaluating the status of inclusion for students with disabilities as perceived by music education and physical education teachers. However, future research is needed to support its generality with other groups of teachers and professionals.

Erratum: Martínez-López et al. (2017)

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2017-0147 ◽

2017 ◽

Vol 36 (3) ◽

pp. 371

Keyword(s):

Physical Education ◽

Self Efficacy ◽

Online Version ◽

Link Type ◽

Efficacy Expectations

In the article by Martínez-López, E.J., Zamora-Aguilera, N., Grao-Cruces, A., and De la Torre-Cruz, M.J., “The Association Between Spanish Physical Education Teachers’ Self-Efficacy Expectations and Their Attitudes Toward Overweight and Obese Students,” in Journal of Teaching in Physical Education, 36, 2, https://doi.org/10.1123/jtpe.2014-0125, the author order was incorrectly listed. The online version of this article has been corrected.