US and Saudi Arabian Early Childhood Educators: A Comparison of Teacher Efficacy to Implement Inclusive

Abstract

The purpose of the current research was to investigate the teacher's efficacy in implementing inclusive practices by the US and Saudi Arabian early childhood educators. The present research focuses on the differences between US and Saudi Arabian educators' efficacy in implementing inclusive practices. The sample contained 22 US and 29 Saudi Arabian early childhood educators. The research questionnaire consisted of two sections; the first gathered demographic information and the second collected information through the Teachers' Efficacy for Inclusive Practices (TEIP) scale. Saudi Arabian educators reported feeling less efficacious in the implementation of inclusive practices than the US educators in inclusive settings. The significant difference was reported in the implementation of inclusive practices between US educator and Saudi Arabian educator. The present research has implications for educators and policymakers to enhance teachers' efficacy for to support students with disabilities in inclusive settings.