A Study on Teacher Self-Efficacy and Attitude towards Inclusive Education among Prospective Teachers

Abstract

The present study examines teacher self-efficacy and attitudes towards inclusive education among prospective teachers. Teacher self-efficacy plays a crucial role in influencing teachers’ confidence in planning, organizing, and implementing effective instructional practices, while positive attitudes towards inclusive education are essential for ensuring equitable learning opportunities for all learners, including those with special educational needs. The study aimed to assess the level of teacher self-efficacy and attitudes towards inclusive education among prospective teachers and to determine whether significant differences exist with respect to selected demographic variables.
A normative survey method was adopted for the study. The sample comprised 400 prospective teachers enrolled in Bachelor of Education (B.Ed.) programmes in teacher education institutions affiliated with Tamil Nadu Teachers Education University, Tamil Nadu, India. The participants were selected using a simple random sampling technique. Data were collected using standardized instruments measuring Teacher Self-Efficacy and Attitude towards Inclusive Education. The collected data were analysed using descriptive and inferential statistical techniques, including Mean, Standard Deviation, t-test, ANOVA, and Pearson’s Product-Moment Correlation.
The findings revealed that prospective teachers exhibited moderate to high levels of teacher self-efficacy and favourable attitudes towards inclusive education. Significant differences were observed with respect to selected demographic variables. Furthermore, a positive and statistically significant relationship was found between teacher self-efficacy and attitudes towards inclusive education. The study underscores the importance of strengthening teacher education programmes through inclusive pedagogical training, practical experiences, and confidence-building interventions to enhance prospective teachers’ self-efficacy and foster positive attitudes towards inclusive education