References
- Alnahdi, G. H., Hui, S. K. F., & Hui, S. K. F. (2019). The Arabic version of the teacher efficacy for inclusive practices (TEIP-AR) scale: A construct validity study. Cogent Education, 6(1), 1618516. https://doi.org/https://doi.org/10.1080/2331186X.2019.1618516
- Antonak, R. F., & Larrivee, B. (1995). Psychometric analysis and revision of the opinions relative to mainstreaming scale. Exceptional Children, 62(2), 139–14. https://doi.org/https://doi.org/10.1177/001440299506200204
- Boujut, E., Popa-Roch, M., Palomares, E. A., Dean, A., & Cappe, E. (2017). Self-efficacy and burnout in teachers of students with autism spectrum disorder. Research in Autism Spectrum Disorders, 36, 8–20. https://doi.org/https://doi.org/10.1016/j.rasd.2017.01.002
- Cole, C. M., Waldron, N., & Majd, M. (2004). Academic progress of students across inclusive and traditional settings. Intellectual and Developmental Disabilities, 42(2), 136–144. https://doi.org/https://doi.org/10.1352/0047-6765(2004)42<136:APOSAI>2.0.CO;2
- Doi, Y., & Minowa, M. (2003). Factor structure of the 12-item general health questionnaire in the Japanese general adult population. Psychiatry and Clinical Neurosciences, 57(4), 379–383. https://doi.org/https://doi.org/10.1046/j.1440-1819.2003.01135.x
- Dupoux, E., Wolman, C., & Estrada, E. (2005). Teachers’ attitudes toward integration of students with disabilities in Haïti and the United States. International Journal of Disability, Development and Education, 52(1), 43–58. https://doi.org/https://doi.org/10.1080/10349120500071894
- Ismail, Z., Basheer, I., & Khan, J. (2016). Teachers’ attitudes towards inclusion of special needs children into primary level mainstream schools in Karachi. The European Journal of Social & Behavioural Sciences, 17(3), 2177–2196. https://doi.org/https://doi.org/10.15405/ejsbs.195
- Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/https://doi.org/10.1037/a0019237
- Minghui, L., Lei, H., Xiaomeng, C., & Potmìšilc, M. (2018). Teacher efficacy, work engagement, and social support among Chinese special education school teachers. Frontiers in Psychology, 9, 648. https://doi.org/https://doi.org/10.3389/fpsyg.2018.00648
- Mori, K., & Tanaka, A. (2011). The present condition of mental health in teachers that engaged in special needs education: From the analysis of GHQ 28 for teachers. Asian Journal of Human Service, 1, 112–119. [In Japanese]. Retrieved from https://www.ashs-human.net/international-journal/ajhs/vol-1-5-2011-2013/
- Mori, K., & Tanaka, A. (2012). Mental health and stressor in teachers that engaged in special needs education: From the analysis of mental health check for teachers. Bulletin of Faculty of Education University of the Ryukyus, 80, 183–189. [In Japanese]. Retrieved from http://ir.lib.u-ryukyu.ac.jp/bitstream/20.500.12000/25137/1/No80p183.pdf
- Murata, Y., & Yamaguchi, M. (2010). Special needs education system. In Y. Murata & M. Yamaguchi (Eds.), Education in contemporary Japan: System and content (pp. 110–127). Toshindo. [In Japanese].
- Nagase, K., Tsunoda, K., & Fujita, K. (2020). The effect of teachers’ attitudes and teacher efficacy for inclusive education on emotional distress in primary school teachers in Japan. Frontiers in Education, 5, 570988. https://doi.org/https://doi.org/10.3389/feduc.2020.570988
- Nakamura, M., & Oka, N. (2007). International trends of inclusive education and special needs education. Education, 10, 75–81. [In Japanese]. Retrieved from https://core.ac.uk/download/pdf/56646829.pdf
- Park, M. H., Dimitrov, D. M., Das, A., & Gichuru, M. (2016). The Teacher Efficacy for Inclusive Practices (TEIP) scale: Dimensionality and factor structure. Journal of Research in Special Educational Needs, 16(1), 2–12. https://doi.org/https://doi.org/10.1111/1471-3802.12047
- Praisner, C. L. (2003). Attitudes of elementary school principals toward the inclusion of students with disabilities. Exceptional Children, 69(2), 135–145. https://doi.org/https://doi.org/10.1177/001440290306900201
- Salama-Younes, M., Montazeri, A., Ismaïl, A., & Roncin, C. (2009). Factor structure and internal consistency of the 12-item General Health Questionnaire (GHQ-12) and the Subjective Vitality Scale (VS), and the relationship between them: A study from France. Health and Quality of Life Outcomes, 7(1), 22. https://doi.org/https://doi.org/10.1186/1477-7525-7-22
- Sandberg, A., & Pramling-Samuelsson, I. (2005). An interview study of gender difference in preschool teachers’ attitudes toward children’s play. Early Childhood Education Journal, 32(5), 297–305. https://doi.org/https://doi.org/10.1007/s10643-005-4400-x
- Sharma, U., Loreman, T., & Forlin, C. (2012). Measuring teacher efficacy to implement inclusive practice. Journal of Research in Special Educational Needs, 12(1), 12–21. https://doi.org/https://doi.org/10.1111/j.1471-3802.2011.01200.x
- Sharma, U., Shaukat, S., & Furlonger, B. (2014). Attitudes and self-efficacy of pre-service teachers towards inclusion in Pakistan. Journal of Research in Special Educational Needs, 15(2), 97–105. https://doi.org/https://doi.org/10.1111/1471-3802.12071
- Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68–77. https://doi.org/https://doi.org/10.2466/14.02.PR0.114k14w0
- Song, J. (2016). Inclusive education in Japan and Korea: Japanese and Korean teachers’ self-efficacy and attitudes towards inclusive education. Journal of Research in Special Educational Needs, 16, 643–648. https://doi.org/https://doi.org/10.1111/1471-3802.12324
- Specht, J. A., & Metsala, J. L. (2018). Predictors of teacher efficacy for inclusive practice in pre-service teachers. Exceptionality Education International, 28(3), 67–82. https://doi.org/https://doi.org/10.5206/eei.v28i3.7772
- Takahashi, J., & Matsuzaki, H. (2014). The changes and problems in inclusive education. Bulletin of the Faculty of Human Development and Culture Fukushima University, 19, 13–26. [In Japanese]. Retrieved from https://www.lib.fukushima-u.ac.jp/repo/repository/fukuro/R000004531/16-116.pdf
- Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi.org/https://doi.org/10.1016/S0742-051X(01)00036-1
- Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/https://doi.org/10.3102/00346543068002202
- Vaz, S., Wilson, N., Falkmer, M., Sim, A., Scott, M., Cordier, R., Falkmer, T., & van Wouwe, J. (2015). Factors associated with primary school teachers’ attitudes towards the inclusion of students with disabilities. PLoS One, 10(8), e0137002. https://doi.org/https://doi.org/10.1371/journal.pone.0137002