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The Self-Efficacy of Preservice Physical Education Teachers in Saudi Arabia Regarding the Inclusion of Students with Disabilities

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The Self-Efficacy of Preservice Physical Education Teachers in Saudi Arabia Regarding the Inclusion of Students with Disabilities

Al Salim, Zuhair A.

self-efficacy ; inclusion ; physical education ; pre-service teachers ; Saudi Arabia

Physical Activity Review ; Vol. 14 ; Issue 1 ; pp. 103-111

Background: Saudi Arabia has made notable progress in integrating students with disabilities into mainstream education. This study aimed to examine whether gender, academic year, enrollment in adapted physical education (APE) courses, and internship experiences in general or adapted PE influence the self-efficacy of pre-service PE teachers in teaching students with intellectual (ID), physical (PD), and visual (VI) disabilities. Methods: A total of 170 pre-service physical education teachers (99 females, 71 males; mean age 21.6) from the University of Hafr Al. Batin participated in the study. The Self-Efficacy Scale for Physical Education Teacher Education Majors Toward Children with Disabilities (SE-PETE-D) was used to assess their confidence across disability categories. Results: Key findings include: (1) Female participants reported higher self- efficacy scores than males across all subscales; (2) Significant differences in self-efficacy were observed by academic year, with fourth-year students scoring higher than second-year students; (3) Enrollment in APE courses was positively associated with self-efficacy, with those taking one or two courses scoring significantly higher than those with no APE training; (4) Participants who completed internships in either general or adapted PE demonstrated greater self-efficacy than those without such experience. Conclusions: These results highlight the importance of practical experience and specialized coursework in fostering confidence among pre-service PE teachers. To better prepare future educators for inclusive classrooms, teacher education programs should strengthen their curricula by incorporating more applied learning and disability-focused training opportunities.

Place of publishing:

Częstochowa

Projack

2026

artykuł

application/pdf

e-ISSN 2300-5076 ; oai:dlibra.bg.ajd.czest.pl:8352

10.16926/par.2026.14.09 ; click here to follow the link

eng

click here to follow the link

Uniwersytet Jana Długosza w Częstochowie

Location of original object:

Biblioteka Uniwersytecka Uniwersytetu Jana Długosza w Częstochowie