UC Santa Barbara

A survey study was conducted to examine Chinese early childhood education teachers’ self-efficacy forinclusive education and what factors influence their self-efficacy. A total of 239 participants who were Chinese early childhood education teachers from 27 provinces, cities, or autonomous regions of China completed a self-designed Scale of Chinese Early Childhood Education Teachers’ Self-efficacy for Inclusive Education. Results of exploratory factor analysis showed that the survey was represented by three dimensions, including Professional Learning and Development, Practical Skills, and Collaboration and Communication between General and Special Education. All dimensions in the scale had good reliability, and the scale had good construct validity. Demographic variables such as: inclusive education workplace status, special education teaching experience, in-service inclusive education training, and educational background, were found to significantly affect teachers’ overall self-efficacy and other dimensions of self-efficacy for inclusive education. Findings of this preliminary study suggested that Chinese early childhood education teachers had relatively low to neutral self-efficacy for inclusive education. The self-designed Scale of Chinese Early Childhood Education Teachers’ Self-efficacy for Inclusive Education is a useful measurement tool with good validity and reliability. Teachers’ perceptions of self-efficacy for inclusive education and the influential factors of teachers’ self-efficacy could help government, policy makers, and schools provide targeted support to improve teachers’ self- efficacy for inclusive education.