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Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia

Author

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  • Majed M. Alhumaid

    (Centre for Sport and Exercise Sciences, University of Malaya, Kuala Lumpur 50603, Malaysia
    Department of Physical Education, College of Education, King Faisal University, Al-Ahsa 31982, Saudi Arabia)

  • Selina Khoo

    (Centre for Sport and Exercise Sciences, University of Malaya, Kuala Lumpur 50603, Malaysia)

  • Tânia Bastos

    (Centre of Research, Education, Innovation, and Intervention in Sport, Faculty of Sport, University of Porto, 4200-450 Porto, Portugal)

Abstract

This study aims to determine the differences in levels of self-efficacy toward inclusion in general physical education (PE) classes among Saudi pre-service PE teachers. It also aims to evaluate the effect of independent variables with the covariate of attitude scores on participants’ self-efficacy toward including students with intellectual disabilities (ID), physical disabilities (PD), and visual impairments (VI). In total, 260 pre-service PE teachers enrolled in a university in Saudi Arabia completed the Arabic version of the self-efficacy scale for a physical education teacher education major toward children with disabilities. Repeated-measures multivariate analysis of covariance (MANCOVA) revealed that self-efficacy was highest towards including students with intellectual disability in general PE class and lowest towards students with physical disabilities. Having previous experience of observing a PE teacher teaching a student with a disability significantly influenced participants’ self-efficacy. Participants’ attitudes toward inclusion were only significant with participants’ self-efficacy toward students with physical disabilities. The findings suggest that observing a role model significantly predicts self-efficacy toward the inclusion of students with a disability.

Suggested Citation

  • Majed M. Alhumaid & Selina Khoo & Tânia Bastos, 2020. "Self-Efficacy of Pre-Service Physical Education Teachers Toward Inclusion in Saudi Arabia," Sustainability, MDPI, vol. 12(9), pages 1-13, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:9:p:3898-:d:356220
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    References listed on IDEAS

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    1. Yeshayahu Hutzler & Einas Daniel-Shama, 2017. "Attitudes and Self-Efficacy of Arabic-speaking Physical Education Teachers in Israel toward Including Children with Disabilities," International Journal of Social Science Studies, Redfame publishing, vol. 5(10), pages 28-42, October.
    2. Bandura, Albert, 1991. "Social cognitive theory of self-regulation," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 248-287, December.
    3. Raul Reina & Alicia Santana & Rayco Montesdeoca & Alba Roldan, 2019. "Improving Self-Efficacy Towards Inclusion in In-Service Physical Education Teachers: A Comparison between Insular and Peninsular Regions in Spain," Sustainability, MDPI, vol. 11(20), pages 1-10, October.
    4. Ronnie Lidor & Yeshayahu Hutzler, 2019. "Including Students with Disabilities in a Physical Education Teacher Preparation Program: An Institutional Perspective," Chapters, in: Reginald Botshabeng Monyai (ed.), Teacher Education in the 21st Century, IntechOpen.
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    Cited by:

    1. Majed M. Alhumaid, 2021. "Physical Education Teachers’ Self-Efficacy toward Including Students with Autism in Saudi Arabia," IJERPH, MDPI, vol. 18(24), pages 1-12, December.
    2. Yong-Shun Wang & Liu Liu & Xiao-Wen Wei & Martin E. Block, 2020. "The Self-Efficacy of Preservice Physical Education Teachers in Disabilities Education in China," Sustainability, MDPI, vol. 12(18), pages 1-11, September.
    3. Majed M. Alhumaid & Selina Khoo & Tânia Bastos, 2021. "The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers’ Self-Efficacy towards Inclusion in Saudi Arabia," Sustainability, MDPI, vol. 13(6), pages 1-13, March.

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