A Study of Self-Efficacy for Inclusive Practice Among Pre-Service Teachers of District Nainital of Uttarakhand

Abstract

This study examines pre-service teachers’ inclusive practice self-efficacy in Nainital, Uttarakhand, India B.Ed. Colleges. The study examines whether gender, locality, institution type and age of pre-service teachers affect their inclusive practice self-efficacy. The scale and a survey measured inclusive practise self-efficacy in 100 randomly selected pre-service teachers from four B.Ed. Institutes in Nainital. Gender, institution type, and age did not affect pre-service teachers’ inclusive practice self-efficacy. However, locality significantly affected inclusive practice self-efficacy. The study examined pre-service teachers’ inclusive practice self-efficacy by gender, locality, institution type, and age. The study’s findings affect teacher preparation programmes, inclusive education policies and practise in Nainital, Uttarakhand, India, and pre-service teachers’ inclusive practice self-efficacy. Remember the limited sample size and specialised context when extrapolating the study’s conclusions to other situations or groups. The study’s findings may improve inclusive education and pre-service teacher training in Nainital, Uttarakhand, India, and other places. This study adds to the literature on self-efficacy for inclusive practice among pre-service teachers in India. It sheds light on pre-service teachers’ inclusive practice self-efficacy and emphasises the need for focused interventions to strengthen inclusive education teacher preparation and training programmes.