Date of Defense
18-11-2025 12:00 AM
Location
H1-0009
Document Type
Dissertation Defense
Degree Name
Doctor of Philosophy in Special Education
College
College of Education
Department
Special and Gifted Education
First Advisor
Dr. Maria Efstratopoulou
Keywords
Chinese language teachers, inclusive education, attitude, efficacy, practice, UAE public schools
Abstract
Chinese language teachers in UAE public schools represent a key demographic in achieving the nation’s vision for educational inclusion. This dissertation examines how these teachers’ attitude and self-efficacy influence their inclusive education practice. The main objective is to model and explain the relationship between these three constructs within the UAE setting. The study employs an explanatory sequential mixed-methods design, utilizing a quantitative survey for model testing followed by in-depth qualitative interviews for deep-seated explanations. The quantitative analysis establishes a significant structural relationship, notably demonstrating a full mediation of teacher self-efficacy between their attitude and inclusive practice. A Structural Equation Model is developed in this dissertation, which also integrates the role of professional awareness in this process. By combining integrated data, the research not only identifies what the nexus of attitude, efficacy, and practice is and how they interact, but also explores the why behind these findings, offering actionable recommendations for the professional development and future implementation of inclusive education among international Chinese language teachers.
Included in
CHINESE TEACHERS’ ATTITUDE, EFFICAY, AND PRACTICE OF INCLUSIVE EDUCATION IN THE UAE PUBLIC SCHOOLS: AN EXPLANATORY STUDY
H1-0009
Chinese language teachers in UAE public schools represent a key demographic in achieving the nation’s vision for educational inclusion. This dissertation examines how these teachers’ attitude and self-efficacy influence their inclusive education practice. The main objective is to model and explain the relationship between these three constructs within the UAE setting. The study employs an explanatory sequential mixed-methods design, utilizing a quantitative survey for model testing followed by in-depth qualitative interviews for deep-seated explanations. The quantitative analysis establishes a significant structural relationship, notably demonstrating a full mediation of teacher self-efficacy between their attitude and inclusive practice. A Structural Equation Model is developed in this dissertation, which also integrates the role of professional awareness in this process. By combining integrated data, the research not only identifies what the nexus of attitude, efficacy, and practice is and how they interact, but also explores the why behind these findings, offering actionable recommendations for the professional development and future implementation of inclusive education among international Chinese language teachers.