Arab Educational Information Network

The study aimed to know the level of perceived self-efficacy among pre-service special education teachers and their perceptions about inclusive education, and to find out if there are differences in the level of self-efficacy and perceptions about inclusive education due to the variables (gender, place of training, and completion of academic requirements). The study sample consisted of (74) male and female students of fourth-year field training majoring in special education at the University of Jordan. To collect data, the researcher prepared two scales: the perceived self-efficacy scale, which consists of (34) items, and the perceptions about inclusive education scale, which consists of (37) paragraph, and acceptable validity and reliability implications for both scales were extracted. The results showed that the level of perceived self-efficacy among pre-service special education teachers was at an average level. The results indicated that there were no statistically significant differences at the significance level (α=0.05) in the level of perceived self-efficacy among pre-service special education teachers due to the variables (gender, place of training, and completion of academic requirements). As for the level of perceptions about inclusive education, the results indicated that the level of perceptions was average. The results indicated that there were no statistically significant differences at the level of significance (α=0.05) in the level of perceptions about inclusive education due to the variables (gender, place of training, and completion of academic requirements). In light of the previous results, the researcher recommends preparing pre-service special education teachers for inclusive education practices, which has an impact on improving the level of perceived self-efficacy and perceptions about inclusive education. (Published abstract)