Teacher Sense of Efficacy in Teaching in Inclusive Classroom: As Predicted by Teacher Beliefs and Attitude

Low teacher self-efficacy in inclusive classroom is disconcerting. Teacher sense of efficacy in teaching in inclusive classroom was explored as predicted by beliefs toward teaching in inclusive classroom and attitude towards teaching in inclusive classroom. A predictive research design, random sampling, survey, and multiple linear regression were used as methods. Data from 239 public school teachers revealed that the predictive model was strong (65.4%) and significant, partially supporting the Theory of Planned Behavior. Future studies may explore additional predictors and contextual factors to further explain the remaining variance in teacher sense of efficacy in teaching in inclusive classroom, while educational leaders may prioritize strengthening teacher beliefs toward teaching in inclusive classroom to enhance efficacy in inclusive classroom practices.

Teacher sense of efficacy, teaching in inclusive classroom, teacher beliefs and attitude

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