Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan

The purpose of this study is to examine the effects of teacher efficacy and teachers’ attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan. A survey of 95 middle school teachers in Yamaguchi Prefecture, Japan measured the at...

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Autores principales:	Kai Nagase, Kenji Tsunoda, Kumi Fujita
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	middle school teachers inclusive education attitude teachers’ efficacy emotional distress Education (General) L7-991
Acceso en línea:	https://doaj.org/article/d6b5f574cfee464fba508ada060a201d
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spelling	oai:doaj.org-article:d6b5f574cfee464fba508ada060a201d2021-12-01T14:41:00ZEffects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan2331-186X10.1080/2331186X.2021.2007572https://doaj.org/article/d6b5f574cfee464fba508ada060a201d2021-01-01T00:00:00Zhttp://dx.doi.org/10.1080/2331186X.2021.2007572https://doaj.org/toc/2331-186XThe purpose of this study is to examine the effects of teacher efficacy and teachers’ attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan. A survey of 95 middle school teachers in Yamaguchi Prefecture, Japan measured the attitudes of regular and special education teachers toward inclusive education and teacher efficacy in inclusive education. Then, this study assessed the impact of these factors on teachers’ emotional distress. The results indicated that teachers’ emotional distress was significantly and negatively correlated with high teacher efficacy in inclusive instruction and collaboration. Furthermore, teachers’ emotional distress was significantly and negatively correlated with attitudes toward integrated classroom management. A regression analysis was performed, which further confirmed that middle school teachers’ level of efficacy in inclusive instruction and attitudes toward integrated classroom management were unique predictors of their emotional distress. These findings provide further insights into the challenges facing middle school teachers involved in special needs education.Kai NagaseKenji TsunodaKumi FujitaTaylor & Francis Grouparticlemiddle school teachersinclusive educationattitudeteachers’ efficacyemotional distressEducation (General)L7-991ENCogent Education, Vol 8, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	middle school teachers inclusive education attitude teachers’ efficacy emotional distress Education (General) L7-991
spellingShingle	middle school teachers inclusive education attitude teachers’ efficacy emotional distress Education (General) L7-991 Kai Nagase Kenji Tsunoda Kumi Fujita Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan
description	The purpose of this study is to examine the effects of teacher efficacy and teachers’ attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan. A survey of 95 middle school teachers in Yamaguchi Prefecture, Japan measured the attitudes of regular and special education teachers toward inclusive education and teacher efficacy in inclusive education. Then, this study assessed the impact of these factors on teachers’ emotional distress. The results indicated that teachers’ emotional distress was significantly and negatively correlated with high teacher efficacy in inclusive instruction and collaboration. Furthermore, teachers’ emotional distress was significantly and negatively correlated with attitudes toward integrated classroom management. A regression analysis was performed, which further confirmed that middle school teachers’ level of efficacy in inclusive instruction and attitudes toward integrated classroom management were unique predictors of their emotional distress. These findings provide further insights into the challenges facing middle school teachers involved in special needs education.
format	article
author	Kai Nagase Kenji Tsunoda Kumi Fujita
author_facet	Kai Nagase Kenji Tsunoda Kumi Fujita
author_sort	Kai Nagase
title	Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan
title_short	Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan
title_full	Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan
title_fullStr	Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan
title_full_unstemmed	Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan
title_sort	effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in japan
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/d6b5f574cfee464fba508ada060a201d
work_keys_str_mv	AT kainagase effectsofteacherefficacyandattitudestowardinclusiveeducationforchildrenwithdisabilitiesontheemotionaldistressofmiddleschoolteachersinjapan AT kenjitsunoda effectsofteacherefficacyandattitudestowardinclusiveeducationforchildrenwithdisabilitiesontheemotionaldistressofmiddleschoolteachersinjapan AT kumifujita effectsofteacherefficacyandattitudestowardinclusiveeducationforchildrenwithdisabilitiesontheemotionaldistressofmiddleschoolteachersinjapan
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Effects of teacher efficacy and attitudes toward inclusive education for children with disabilities on the emotional distress of middle school teachers in Japan

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