Самоефективност на детски и начални учители за приобщаване на деца със специални образователни потребности в двигателното обучение
Self-Efficacy of Preschool and Primary School Teachers for Inclusion of Children with Special Educational Needs in Motor Education

Summary/Abstract: The purpose of this article is to explore the confidence of preschool and primary school teachers in their ability to include children with special educational needs in physical education activities. The study involved 120 preschool teachers and 100 primary school teachers. They complete a modified and adapted version of the Block “Self-Efficacy Scale for Physical Education Teacher Education Majors toward Inclusion – SE-PETE-D” questionnaire. The results show that respondents have a moderate level of inclusive self-efficacy and, despite their hesitation, are more confident in their ability to include children with special educational needs in motor education. Also, teachers who have personal contact with people with disabilities, experience in inclusive physical education or feel prepared show a higher degree of inclusive self-efficacy.

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