Proceedings of the 1st International Conference on Religion and Mental Health, ICRMH 2019, 18 - 19 September 2019, Jakarta, Indonesia

Research Article

Inclusive Education in Primary School: How Teachers’ Engagement Mediates the Relationship between Teachers’ Self-Efficacy and Instructional Support

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  • @INPROCEEDINGS{10.4108/eai.18-9-2019.2293462,
        author={Lia  Febrian and Farida  Kurniawati},
        title={Inclusive Education in Primary School: How Teachers’ Engagement Mediates the Relationship between Teachers’ Self-Efficacy and Instructional Support},
        proceedings={Proceedings of the 1st International Conference on Religion and Mental Health, ICRMH 2019, 18 - 19 September 2019, Jakarta, Indonesia},
        publisher={EAI},
        proceedings_a={ICRMH},
        year={2020},
        month={3},
        keywords={teacher inclusive education instructional support self-efficacy teachers’ engagement primary school},
        doi={10.4108/eai.18-9-2019.2293462}
    }
    
  • Lia Febrian
    Farida Kurniawati
    Year: 2020
    Inclusive Education in Primary School: How Teachers’ Engagement Mediates the Relationship between Teachers’ Self-Efficacy and Instructional Support
    ICRMH
    EAI
    DOI: 10.4108/eai.18-9-2019.2293462
Lia Febrian1,*, Farida Kurniawati1
  • 1: Faculty of Psychology, Universitas Indonesia, Kampus UI, Depok, Indonesia
*Contact email: lia.febrian@gmail.com

Abstract

The implementation of inclusive education has challenged teachers in delivering instructional support. This study was based on Bandura’s research stating that self-efficacy is a context-sensible variable depending on the task, which is the implementation of inclusive education. Within the Job Demand-Resource (JD-R) framework, this study aims to know whether teachers’ self-efficacy and instructional support are mediated by teachers’ engagement in the inclusive classroom. A total of 242 teachers coming from 20 primary inclusive schools were involved in this study. Using the Hayes mediation process to analyze the data, the findings revealed that teachers’ self-efficacy and instructional support in an inclusive classroom are partially mediated by teachers’ engagement.