Norwegian teachers’ self-efficacy beliefs, attitudes and concerns about implementing inclusive education
Bibliographic Data
| ID | 22422138 |
|---|---|
| Authors | Awal Mohammed Alhassan (University of Stavanger), Ahmed Bawa Kuyini (0000-0003-1083-8862, British University in Dubai, corresponding author) |
| Year | 2026 |
| Pages | 1-17 |
| Publication date | 2026-05-08 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2026.2663996 |
| OpenAlex | W7160604977 |
| Language | EN |
| References cited | 28 |
The study employed a survey questionnaire to examine Norwegian teachers’ attitudes, self-efficacy and concerns about implementing inclusive education in lower secondary and upper secondary schools. Participants were 99 Norwegian general education teachers and 7 special education counterparts who responded to various scales of attitudes (ATIES), self-efficacy and concerns about implementing inclusive education, and the data were analysed using a variety of quantitative procedures such as ANOVA, correlation, Descriptive statistics and t-tests. Results indicated that general education teachers held neutral attitudes towards inclusion, while their special education counterparts held significantly more positive ones. General education teachers were found to be less positive in their self-efficacy for inclusive practices than the special education counterparts, except for the creation of rules for instructional and non-instructional events and adapting the pace of instruction to facilitate learning for all students. The paper discusses the implications for the future of IE in Norway and concludes with the need to offer teachers professional development courses that positively influence their attitudes and enhance their sense of self-efficacy in implementing IE.
Higher education · Mainstreaming · Norwegian · Special education · Collaborative Teaching and Inclusion · Inclusion and Disability in Education and Sport · Teacher Education and Leadership Studies
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| Highly cited | No |
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