Winklmaier AS, Schubert JC (2026)
Publication Type: Journal article
Publication year: 2026
Book Volume: 8
Pages Range: 35-49
Issue: 1
Against the background of inclusion, teachers' self-efficacy beliefs about inclusive education are particularly relevant to the implementation of inclusive teaching. The present study focuses on how general and subject-specific (in this case geography-specific) constructs influence the self-efficacy beliefs of prospective geography teachers about inclusive geography teaching.
A survey of prospective geography teachers measured self-efficacy beliefs about inclusive geography teaching (SEB-IGT), beliefs about inclusive geography teaching (B-IGT), general self-efficacy beliefs about teaching (SEB-T), and general attitudes towards inclusive education (A-IE). Assumptions regarding the relationships between the SEB-IGT and the other constructs under consideration were conceptualized theoretically and empirically. Structural equation modelling was utilized to assess the hypothesized impacts on the SEB-IGT. The findings revealed that the geography-specific B-IGT exerts the strongest positive effect on the SEB-IGT. It follows that the subject-specific constructs under consideration exert a more important influence on the geography- and inclusion-related SEB-IGT than the more general constructs.
APA:
Winklmaier, A.-S., & Schubert, J.C. (2025). Self-efficacy beliefs among prospective teachers about inclusive geography education: Examining the relationships of general and geography-specific beliefs using structural equation modelling. Research in Subject-matter Teaching and Learning, 8, 35-49. https://doi.org/10.2478/ristal-2025-0003
MLA:
Winklmaier, Ann-Sophie, and Jan Christoph Schubert. "Self-efficacy beliefs among prospective teachers about inclusive geography education: Examining the relationships of general and geography-specific beliefs using structural equation modelling." Research in Subject-matter Teaching and Learning 8 (2025): 35-49.
BibTeX: Download