SPECIAL EDUCATION TEACHERS’ EFFICACY: IMPLEMENTATION OF INCLUSIVE EDUCATION PROGRAM

Authors

  • Ghulam Haider Ali Institute of Education (Chartered Institute), Lahore, Pakistan
  • Ali Raza M.Phil Al-Khair University, Pakistan
  • Tariq Nadeem Khan Department of Special Education, University of The Punjab, Lahore, Pakistan

Abstract

This study aimed to find the efficacy of special education teachers that could address the specific needs of inclusive setup.  Literature was reviewed and a questionnaire which contained twenty six questions was developed to collect data using a five point likert’s scale from the conveniently random selected sample of special education teachers were engaged to answer queries. The objective was to look into the teaching efficacy of the teacher that could lead to a successful inclusion. The data were calculated to find inferences about the efficacy that came up as strong link in students’ achievement and they were teachers’ concern and belief.  It was found that these two elements of efficacy seemed to have greater impact on the outcomes of teaching and learning. The study reflected that the teachers were not only willing but also capable to implement inclusive education.

Keywords: Teaching efficacy; Inclusion; implementation of Inclusion; concerns and beliefs of teachers

REFERENCES

Ajay K, Das. Ahmed B.Kuyini, Ishwar P. Desai. (2013).Inclusive Educationin India: Arethe Teachers Prepared?. International Journal of Special Education. Vol 28 Issue 2.

Ashton, P.& Webb, R.(1986). Makinga difference: Teacher’s sense

Ashton, P. (1984). Teacherefficacy: Amotivational paradigm for effective teacher education. Journal of Teacher Education, 35,287–232.

Ballard, K. (2003) The analysis of context: Some thoughts on teacher education, culture, Association of Special Education, 10(1), 33-41

Bandura, A.(1997). Self-efficacy: The exercise of control. NewYork: W.H.Freeman.

Bandura, A.(Ed.) (1995). Self efficacy in changing societies. NewYork: Cambridge University Press.

Barton, L. (1997) Inclusive education: Romantic, sub versiveor realistic? International Journal of Inclusive Education, 1(3),231–242.

Barton, L. (2009). The Politics of Recognition and the Position of the Disability Movement, in InAlur, M.and Timmons, V.(eds.) Inclusive Education Across Cultures: Crossing Boundaries, Sharing Ideas. SAGE Publications India Pvt Ltd. pp.3-11.

Booth, T., Ainscow, M., Black-Hawkins, K., Vaughan, M. and Shaw, L. (2000) Index for Cambridge University Press, Cambridge.

Cardona, C.M. (2009) Teacher education students ’beliefs of inclusion and perceived competence to teach students with disabilities in Spain. Journal of the International

Chamberlin,R.,T.Wragg,G.HaynesandC.Wragg(2002),“Performance-RelatedPayandtheTeachingProfession:AReviewoftheLiterature”,ResearchPapersinEducation,17(1),pp.31-49.

Christensen,C.A. 1992.‘SocialJusticeandtheConstructionofDisabilityinSchools’, in Australian Association of Special Education Newsletter, 3:6–8.

Colonizationandinequality. InBoothT.,NesK., andStromstadM.(eds.) Developingcompetitive, and individualistic learning, 4thed. Boston, Allyn&Bacon.

Culver,R.(1984).Survivors: Quality School Orchestra Programs.

Cummings,C.,Dyson,A.&Millward,A.(2003).ParticipationandDemocracy:What’sInclusionGottoDoWithIt?Allan,J.(ed.),Inclusion,ParticipationandDemocracy:WhatisthePurpose?,KluwerAcademicPublishers.PrintedintheNetherlands.pp.49-65.

Denham,C.;Lieberman,A.,eds.1980.Timetolearn.Washington,DC,NationalInstituteofEducation.Educationforinclusiveeducation.TeachingandTeacherEducation,25(4),594-601Exerciseofpersonalandcollectiveefficacyinchangingsocieties.

Felder,R.M.&Porter,R.L.(1994).Teachingeffectivenessforengineeringprofessors.Workshophandbook.Raleigh,NC:NorthCarolinaStateUniversityCollegeofEngineering.

Finland.InAcedoC.(September2009.)ProspectsQuarterlyReviewofComparativeEducation,39(3),

Florian,L.andRouse,M.(2009)TheinclusivepracticeprojectinScotland:Teacher

Goddard,R.D.,Hoy,W.K.,&Hoy,A.W.(2000).Collectiveteacherefficacy:Itsmeaning,measure,andimpactonstudentachievement.AmericanEducationalResearchJournal,37(2),479-507.

Goe,L.,K.BiggersandA.Croft(2012),LinkingTeacherEvaluationtoProfessionalDevelopment:FocusingonImprovingTeachingandLearning,NationalComprehensiveCenterforTeacherQuality,Washington,DC.

Good,T.;Brophy,J.2000.Lookinginclassrooms,8thed.NewYork,Longman.

Guskey,T.R.(1988).Teacherefficacy,self-concept,andattitudestowardtheimplementationofinstructionalinnovation.TeachingandTeacherEducation,4(1),63–69.

HaiderSI.(2008).Pakistaniteachers’attitudestowardsinclusionofstudentswithspecialeducationalneeds.PakistanJournalofMedicalScience2008;24(4):632-6.

Harvey-Beavis, O. (2003),“Performance-Based Rewards for Teachers: A Literature Review”, paper distributed at the third workshop of participating countries in the OECD activity “Attracting, Developing and Retaining Effective Teachers”,Athens, 4-June,www.oecd.org/edu/teacherpolicy.

Henson, R. K. (2001). Effect of participation in teacher research on teacher efficacy. TeachingandTeacherEducation,17,819–836.

Hipp,K.A.(1996).Teacherefficacy:Influenceofprincipalleadershipbehavior.PaperpresentedattheAnnualMeetingoftheAmericanEducationalResearchAssociation,NewYork.

Housego,B.E.J.(1991).Monitoringstudentteachers’feelingsofpreparednesstoteach,personalteachingefficacyandteachingefficacyinanewsecondaryteachereducationprogram.TheAlbertaJournalofEducationalResearch,38(1),49-64.

Hoy, A.W. (2000) Changes in teacher efficacy during the early years of teaching. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.

Hoy, W.K., &Miskel, C.G. (2008). Educational administration: Theory, research, andpractice (8thed.). NewYork: McGraw-Hill.

Hoy, W.K., Sweetland, S.R., & Smith, P.A. (2002). Toward an organizational model of achievement in highschools: The significance of collective efficacy. Educational Administration Quarterly, 38(1),77-93.

Downloads

Published

2016-06-30

How to Cite

Haider, G. ., M.Phil, A. R. ., & Khan, T. N. . (2016). SPECIAL EDUCATION TEACHERS’ EFFICACY: IMPLEMENTATION OF INCLUSIVE EDUCATION PROGRAM. Turkish International Journal of Special Education and Guidance & Counselling ISSN: 1300-7432, 5(1), 1–21. Retrieved from https://tijseg.org/index.php/tijseg/article/view/61

Issue

Section

Research Article