Abstract

• The main purpose of this study was to investigate attitudes and efficacy beliefs of teachers toward inclusion of students with disabilities. Quantitative research design and questionnaire survey method were used in this study. The sample for this study was chosen from eight selected special schools and six selected general schools in Yangon Region. A total of 334 teachers (155 special education teachers and 179 general education teachers) participated in this study. The Opinions Relative to the Integration of Students with Disabilities Scale (ORI) developed by Antonak and Larrivee (1995) which consisted of 25 items was used to measure the attitudes of teachers toward inclusion of students with disabilities. The Teachers’ Sense of Efficacy Scale (TSES) developed by Tschannen-Moran, Woolfolk Hoy (2001) which consisted of 24 items was used to measure efficacy beliefs of teachers toward inclusion of students with disabilities. The results of independent sample t-test revealed that there was significantly difference in attitudes toward inclusion of students with disabilities but there was no significantly difference in efficacy beliefs by type of teacher. The results of ANOVA showed that there were significantly differences in attitudes but there were no significantly differences in efficacy beliefs toward inclusion of students with disabilities by teacher designation, education level and teaching experience. The results also indicated a significant positive relationship between teachers’ self-efficacy and teachers’ attitudes towards inclusive education. The higher the efficacy beliefs to teach students with disabilities, the higher attitudes toward inclusion of students with disabilities (r= 0.139, p <0.011).