Teachers’ perceptions of social justice in education and self-efficacy on implementation of inclusive practices

HIGHLIGHTS

• What: The aim of this study was to explore the possible association between teachers` attitudes and beliefs about social justice and their self-efficacy for including students with disabilities. In the direction of social education pedagogy, the authors often encounter Interventional awareness programmes aiming to defend the rights of vulnerable groups [e_g against racism (Moeser, 2024) or the teaching of Paralympic sports (Panagiotou et_al, 2006). For the purposes of the study, the (a) Social Justice Scale (SJS) (Torres-Harding, Siers, and amp; Olson, 2012) and_(b) Teaching Students with Disability Efficacy Scale (TSDES) (Dawson and amp; Scott . . .
  

   

  

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