The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education

Round 1

Reviewer 1 Report

The article is made in accordance with the technical requirements imposed by scientific rigor.

The approached topic is actual for the field of education

The structure is good. The results are presented briefly. The discussions are in line with the results. The conclusions are formulated in the sense of the presented results and corroborated with the presented discussions.

Author Response

Dear Editor and Reviewer,

We would like to thank you and the anonymous reviewer for your very positive and encouraging comments.

 Yours sincerely,

Kazanopoulos Spyridon-on behalf of the co-authors

Reviewer 2 Report

The research topic, although not novel, is of enormous interest. The analysis of teachers' self-efficacy towards inclusive education practices is crucial and deserves consideration because learning contexts and situations are very diverse. With different educational systems, differently trained teachers and diverse professional practices, studies aimed at understanding educational practices and their impact on the education of the most disadvantaged are highly desirable.
This research contributes to increase knowledge about the self-efficacy of special education and general education teachers in implementing inclusive education in a specific context. After an adequate review of the literature, a correct methodological design and an adequate organization of the results, conclusions are drawn in accordance with the objectives of the study. The arguments and discussion of the results are also consistent. Consequently, I consider that the article deserves to be published in its current version.

Author Response

Dear Editor and Reviewer,

We would like to thank you and the anonymous reviewer for your very positive and encouraging comments.

 Yours sincerely

Kazanopoulos Spyridon, on behalf of the co-authors.