A survey study was conducted to a total of 323 in-service teachers (110 special education teachers and 213 general education teachers) in Shanghai regarding their self-efficacy and concerns about inclusive education. Multivariate analysis results reveal that special teachers have significantly higher self-efficacy about inclusive education than general education teachers and that both general and special education teachers have the similar concerns about inclusive education and the level of their concerns is not significant. In addition, the teachers' self-efficacy about inclusive education is significantly negative correlated with their concerns about inclusive education. Specific special education training experience and knowledge of disability laws and policies affect general and special education teachers differently on their self-efficacy.

Resumen

Un encuesta fue aplicada a un total de 323 profesores en servicio (110 profesores de educación especial y 213 profesores de educación general) en Shanghai con respecto a la su propia eficacia y preocupaciones con respecto a la educación inclusiva. Resultados del análisis multivariable revelan que los profesores de educación especial tienen significativamente mayor auto eficacia con respecto a la educación inclusiva que los profesores de educación general y que ambos tienen similares preocupaciones sobre la educación inclusiva y que el nivel de sus preocupaciones no es significativo.