Examining Saudi kindergarten teachers' self-efficacy and attitudes towards inclusive education

This study aimed to elucidate Saudi teachers’ self-efficacy and attitudes towards inclusive education in kindergarten settings, and the relationship between these two constructs, which to date remains under studied. The study collected survey responses from 299 kindergarten teachers, comprising 237 teachers from general education and 62 from special education, all of whom were employed in inclusive kindergartens in Riyadh, Saudi Arabia. Findings from descriptive statistics and Pearson’s correlation coefficient analysis indicated that both kindergarten general and special education teachers exhibited moderately positive self-efficacy and neutral attitudes towards inclusive education. The analysis further uncovered a strong positive and statistically significant relationship between teachers’ self-efficacy and their attitudes towards inclusive education. These findings underscore the need to further enhance Saudi kindergarten teachers’ self-efficacy and promote teachers’ willingness to include children with a disability. This study offers recommendations for creating a more inclusive and supportive learning environment for all kindergarten children.