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Predictors of teachers’ intention to implement inclusive education

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  • Almalky, Hussain A.
  • Alrabiah, Abdalmajeed H.

Abstract

Teachers are among the most important players in the successful implementation of inclusive education. This study aimed to examine Saudi Arabian teachers’ intentions to implement inclusive education and the influence of their demographics, attitudes, self-efficacy, perception of support, and concerns related to inclusive education on their intention. This study included 125 in-service special and general education teachers. The regression analysis results revealed that teachers’ self-efficacy and majors (special education vs. general education) significantly influenced their intentions to implement inclusive education in regular classrooms. Finally, we discuss the results and their implications for research and practice.

Suggested Citation

  • Almalky, Hussain A. & Alrabiah, Abdalmajeed H., 2024. "Predictors of teachers’ intention to implement inclusive education," Children and Youth Services Review, Elsevier, vol. 158(C).
    • Handle: RePEc:eee:cysrev:v:158:y:2024:i:c:s019074092400029x
    DOI: 10.1016/j.childyouth.2024.107457
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    References listed on IDEAS

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    1. Zeileis, Achim, 2004. "Econometric Computing with HC and HAC Covariance Matrix Estimators," Journal of Statistical Software, Foundation for Open Access Statistics, vol. 11(i10).
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