Saudi Arabian Kindergarten Teachers’ Self-Efficacy, Attitudes, and Perceptions of Barriers Towards Inclusive Education

Abstract

This study is the first in Saudi Arabia to provide valuable insights into the self-efficacy and attitudes of Saudi kindergarten teachers with regard to inclusive education; the teacher-, child-, and context-related factors that influence teachers’ self-efficacy and attitudes in this regard; and the perceived barriers to the successful inclusion of children with disabilities in kindergarten settings. Moreover, this study used a convergent mixed- methods to provide rich and in-depth data to address the research aims and questions. As such, the findings of this study provide important recommendations to enhance inclusive education policies and practices within kindergarten settings in Saudi Arabia.