Saudi Arabian kindergarten teachers' self-efficacy, attitudes, and perceptions of barriers towards inclusive education

Abstract

Despite Saudi Arabia's national and international commitments to adopting inclusive education to educate children with disabilities, there is a dearth of studies that investigate teachers' self-efficacy and attitudes towards inclusive education in Saudi kindergarten settings and their perceptions of the barriers to inclusive education in such settings. Without this inquiry into teacher self-efficacy and attitudes and their perceptions of the barriers to inclusive education, the implementation of effective inclusive education in Saudi kindergartens remains challenging. Thus, to fill this gap in knowledge, this empirical study had four key aims. First, the study sought to verify the validity and reliability of two previously well-established measures""the Teacher Efficacy for Inclusive Practices (TEIP) scale and the Opinions Relative to the Integration of Students with Disabilities (ORI) scale""in terms of measuring both teachers' self-efficacy and their attitudes regarding inclusive education in Saudi kindergarten settings, which has not yet been achieved. Second, the study sought to elucidate Saudi teachers' self-efficacy and attitudes concerning inclusive education in kindergarten settings. Third, the study sought to investigate the influence of teacher-, child-, and context-related factors on teachers' self-efficacy and attitudes concerning inclusive education in Saudi kindergarten settings. Fourth, the study sought to explore teachers' perceptions of the barriers to the successful inclusion of children with disabilities in Saudi kindergarten settings. The present study is the first of its kind in Saudi Arabia to provide rigorous psychometric testing of the TEIP and ORI scales and this strengthens not only the current study findings but supports future research on teachers' self-efficacy and attitudes towards inclusive education in Saudi kindergarten settings. The findings of the present study provide important recommendations to enhance inclusive education policies and practices within kindergarten settings and to develop an education system that provides the required support and resources for teachers to meet the needs of children with disabilities in inclusive kindergarten settings, which will enhance future educational outcomes for Saudi Arabia.

Date of Award	2021
Original language	English