القدرة التنبؤية للكفاءة الذاتية المدركة بالاتجاهات نحو ممارسات التعليم الدامج لدى المعلمين في مرحلة ما قبل الخدمة

Muhammad  Muhaidat; Al-Hanouf  Falah

doi:10.35516/edu.v50i4.3805

Authors

Muhammad Muhaidat Department Counseling and Ed. Psychology, Yarmouk University, Irbid, Jordan https://orcid.org/0000-0002-5926-7952
Al-Hanouf Falah Department Counseling and Ed. Psychology, Yarmouk University, Irbid, Jordan https://orcid.org/0009-0009-0034-9214

DOI:

https://doi.org/10.35516/edu.v50i4.3805

Keywords:

Perceived self- efficacy, attitude, inclusive education practices, pre-service teachers

Abstract

Objectives: The study aimed to explore the predictive capacity of self-perceived competence in pre-service teachers' attitudes towards inclusive education practices.

Methods: The predictive descriptive approach was employed using the Self-Perceived Competence Scale and the Attitudes towards Inclusion of Students with Disabilities Scale. The study sample consisted of 275 pre-service students in special education selected purposively from the field training students in the academic year 2021/2020.

Results: The overall results of the Self-Perceived Competence Scale indicated no statistically significant differences (α=0.05) among the sample participants regarding gender, educational level, training programs, interaction experience, cumulative GPA, and university. However, there was a significant effect of gender and university on the computational means of self-perceived competence dimensions. Lastly, the results revealed a statistically significant predictive relationship between self-perceived competence and attitudes towards inclusive education practices.

Conclusions: The study recommended conducting further research to review pre-service teacher preparation programs and develop a set of quality training programs to enhance teachers' competencies in inclusive practices.

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