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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Pimurai Limpapath | - |
| dc.contributor.author | Morgan, Rhiannon | - |
| dc.date.accessioned | 2026-08-10T08:07:11Z | - |
| dc.date.available | 2026-08-10T08:07:11Z | - |
| dc.date.issued | 2025 | - |
| dc.identifier.uri | https://rsuir-library.rsu.ac.th/handle/123456789/3458 | - |
| dc.description | Dissertation (Ed.D. (Educational Studies) -- Rangsit University, 2024 | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Rangsit University. Library | en_US |
| dc.subject | Teacher self -- efficacy | en_US |
| dc.subject | Inclusive education | en_US |
| dc.subject | Belief and doubt | en_US |
| dc.subject | Demography | en_US |
| dc.title | Attitudes, beliefs and demographics on self efficacy of teachers : inclusive education at a Thai private bilingual school | en_US |
| dc.type | Thesis | en_US |
| dc.description.other-abstract | The study aimed to determine the levels and influences of attitudes, beliefs, and demographics of teachers towards the inclusion of children with special education needs in regular classes at a Thai private bilingual school as to obtain perspectives and guidance to those in need. With the mixed method approach, the quantitative with a survey research design, using questionnaires to collect data with 100 subjects, and the interviews with the 19 informants, first individual interviews with 10 of the head teachers, then the focus group with the administrators. Descriptive Analysis was performed with Mean, Standard Deviation, Frequency, and Percentage, followed by Inferential Analysis of ANOVA. The results revealed that in terms of demographics on self-efficacy, there was statistically significance in teachers’ knowledge of the local laws, confidence, and training in inclusive practices, from the most positive to the least positive, respectively. As for the attitudes and beliefs, they shared the same levels of influences on teachers’ efficacy in terms of collaboration and instruction, while it was the least significant on teachers’ behavior in inclusive practices, with no statistical significance on teachers’ behavior for the beliefs. As for the guidance from the administrators, it is highly recommended that the first and foremost qualifications for the teachers to be effective in inclusive practices are positive attitudes with a strong belief in inclusive education with confidence to do their best for the children with special needs in their teaching environment in the regular classroom | en_US |
| dc.description.degree-name | Doctor of Education | en_US |
| dc.description.degree-level | Doctoral Degree | en_US |
| dc.contributor.degree-discipline | Educational Studies | en_US |
| Appears in Collections: | EDU-ES-D-Theses | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| RHIANNON MORGAN.pdf | 626.48 kB | Adobe PDF | View/Open |
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