English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The implementation of inclusive education has challenged teachers in delivering instructional support. This study was based on Bandura’s research stating that self-efficacy is a context-sensible variable depending on the task, which is the implementation of inclusive education. Within the Job Demand-Resource (JD-R) framework, this study aims to know whether teachers’ self-efficacy and instructional support are mediated by teachers’ engagement in the inclusive classroom. A total of 242 teachers coming from 20 primary inclusive schools were involved in this study. Using the Hayes mediation process to analyze the data, the findings revealed that teachers’ selfefficacy and instructional support in an inclusive classroom are partially mediated by teachers’ engagement.

Inclusive Education in Primary School: How Teachers’ Engagement Mediates the Relationship between Teachers’ Self-Efficacy and Instructional Support