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