Determinants of Teachers’ Self-Efficacy in Inclusive Classroom

Abstract

The present study investigates the self-efficacy of elementary teachers in some blocks of Khordha district, Odisha. Teachers’ self-efficacy in inclusive classrooms is crucial reported by literature. Based on this, the present study examined teachers’ self-efficacy in inclusive classrooms. The present study examined differences in teachers’ self-efficacy in relation to their gender, teaching experience, and educational qualifications, and also studied the interaction effect of these demographic variables on teachers’ self-efficacy in an inclusive classroom. A causal-comparative design was used, and data were collected from a representative sample of elementary school teachers using a standardized self-efficacy scale. The statistical analysis included t-tests and one-way ANOVA to test group differences, along with factorial ANOVA for interaction effects. The results of the present study did not find adequate statistical evidence to support the existence of differences in teachers’ self-efficacy in relation to their demographic variables. Furthermore, the interaction effects among these variables were also found to be statistically insignificant. These results suggest that demographic factors do not significantly influence teachers’ self-efficacy in managing inclusive classrooms. The implications call for policy and professional development efforts focused on inclusive education training and supportive school environments rather than demographic characteristics.