Tesis

Efl teachers\' readiness toward inclusive teaching: knowledge, self-efficacy, and attitudes / Binti Muifatun Nazilah

Abstrak
Inclusive education aims to provide equal access to education for all children. This aligns with the concept of Education for All as promoted by UNESCO. Inclusive education involves students from diverse backgrounds and conditions including differences in character physical ability social status ethnicity culture and more. However in recent years the implementation of inclusive education in Indonesia has focused primarily on the inclusion of students with special needs and disability (SEND) in regular classrooms. In accordance with Regulation of the Ministry of Education Culture Research and Technology (Permendikbudristek) No. 48 of 2023 and Law No. 8 of 2016 schools are required to accept students with SEND and ensure that they have equal learning opportunities alongside their peers. Previous studies have revealed that there are still challenges in implementing inclusive education for students with SEND in Indonesia. To teach in inclusive classrooms teachers must adapt both the materials and their instructional approaches. However subject teachers such as English teachers often lack the background or skills needed to effectively teach students with special needs. Some discussions have noted that the government and universities have begun offering training for both in-service and pre-service teachers. However information on how ready English teachers are to teach in inclusive classrooms remains limited. Based on this background the present study aims to investigate the readiness of English teachers to implement inclusive teaching in Indonesia focusing on three main components knowledge self-efficacy and attitudes. According to the Theory of Planned Behavior (TPB) self-efficacy and attitudes can be used to understand a person rsquo s intention to perform a particular behavior. In this study self-efficacy and attitudes help explain the intention of English teachers to teach in inclusive classrooms. Meanwhile several discussions have suggested that knowledge can enhance self-efficacy and foster positive attitudes. Therefore by examining these three components this study aims to reveal how ready English teachers feel in facing the potential challenges of inclusive teaching. Using an explanatory sequential mixed-method design this study involved English teachers in Malang one of the pioneering regions for inclusive education in Indonesia. The study began with the collection of quantitative data through questionnaires distributed to 100 secondary-level EFL teachers. The quantitative analysis indicated that overall teachers rsquo readiness was at a moderate level (X 4.1) with knowledge showing the lowest mean score (X 3.74) followed by self- efficacy ( X 4.16) and attitude (X 4.31). When the quantitative data were analyzed in more detail by considering teachers rsquo backgrounds the participants were grouped into four categories (1) teachers who had neither attended inclusive education training nor taught students with SEND (2) teachers who had attended inclusive education training only (3) teachers who had taught students with SEND but had not received training and (4) teachers who had both received training and had experience teaching students with SEND. The fourth group showed higher levels of readiness compared to the other groups. Furthermore a statistically significant difference was found only in the knowledge variable between the first and fourth groups. The study continued with in-depth interviews involving 10 selected teachers based on their training and experience backgrounds. The qualitative findings reinforced the quantitative results. First-hand experience in teaching students with SEND encouraged teachers to actively seek practical knowledge. Although some teachers had never received formal training they independently sought out learning opportunities via social media peer discussions or consultations with inclusive education communities. Regarding training while it provided a useful theoretical foundation teachers highlighted the need for more specific training tailored to teaching English in inclusive classrooms. In addition to experience and training other factors were also found to potentially influence teacher readiness. These include the school environment such as the culture of acceptance support from the principal and available facilities. Support from parents the availability of assistant teachers and the provision of more practical and advanced training were also expressed by teachers as important for strengthening their sense of readiness to teach students with special needs. The results highlight the need for continuous and well-designed professional development programs for English teachers and provide a valuable reference for policies that support stronger implementation of inclusive education in Indonesia. Theoretically this study contributes to a deeper understanding of the relationship between teacher knowledge self-efficacy and attitudes in the context of inclusive education particularly in English language teaching.

Informasi Detail

DDC

Rt 420.71 NAZ e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

xvii, 89 lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00783/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - PEMBELAJARAN
2. ENGLISH - LEARNING

Pembimbing

1. Prof. Dr. Hj. Nur Mukminatien, M.pd; 2. Dr. Niamika El Khoiri, S.pd, M.a.

Lampiran Berkas