Influence of Teacher Readiness and Classroom Environment on Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education

Low self-efficacy stalls inclusive teaching success. The influence of teaching readiness and classroom environment on teacher self-efficacy in special and general education teachers was examined using a diagnostic research design. After analyzing survey data from 120 respondents selected via simple random sampling, the study found that the determinants, both independently and collectively (74.7%), influence the criterion, affirming Social Cognitive Theory. Future research may examine additional variables not covered in this study to explain the remaining variance. Educational leaders may implement programs relevant to teaching readiness and classroom environment to achieve optimal teacher self-efficacy.

Influence of teacher readiness, classroom environment, self-efficacy, special and general education teachers, inclusive education

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