In-service teachers' self-efficacy to practice inclusive education at public primary schools in the Amhara region: Implications for teacher education
The purpose of this study was to investigate teachers' self-efficacy for practicing inclusive education at public primary schools in the Amhara region and examining the effect of teachers’ gender, level of education, and teaching experience. The study used a survey design. Participants include...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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College of education, Bahir Dar University
2023-05-01
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| Series: | Bahir Dar Journal of Education |
| Subjects: | |
| Online Access: | https://www.ajol.info/index.php/bdje/article/view/247600 |
| _version_ | 1797197566045061120 |
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| author | Tsegie Genet Zegeye Solomon Kassie Alem Ayetenew Abie |
| author_facet | Tsegie Genet Zegeye Solomon Kassie Alem Ayetenew Abie |
| author_sort | Tsegie Genet Zegeye |
| collection | DOAJ |
| description |
The purpose of this study was to investigate teachers' self-efficacy for practicing inclusive education at public primary schools in the Amhara region and examining the effect of teachers’ gender, level of education, and teaching experience. The study used a survey design. Participants included 336 public primary school teachers selected using a stratified systematic random sampling technique. The teacher Efficacy for Inclusive Practice (TEIP) scale was administered to sample teachers. Data were analyzed using descriptive and inferential statistical techniques. Teachers showed low level of self-efficacy on the TEIP scale. While gender did generate variations in teacher self-efficacy for practicing inclusive education, level of education and teaching experience did not generate significant variations. The results generally revealed that teachers had low sense of self-efficacy to practice inclusive education. It implies that the knowledge and skills teachers gained in special needs and inclusive education in teacher training programs were not adequate enough to practice inclusive education. Therefore, to make inclusive education useful for all students including students with special needs, it is essential to revisit teacher training programs in Ethiopia.
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| first_indexed | 2024-04-24T06:46:00Z |
| format | Article |
| id | doaj.art-f53b89964e854e47b497e4286fd546ca |
| institution | Directory Open Access Journal |
| issn | 1816-336X 2415-0452 |
| language | English |
| last_indexed | 2024-04-24T06:46:00Z |
| publishDate | 2023-05-01 |
| publisher | College of education, Bahir Dar University |
| record_format | Article |
| series | Bahir Dar Journal of Education |
| spelling | doaj.art-f53b89964e854e47b497e4286fd546ca2024-04-22T19:46:00ZengCollege of education, Bahir Dar UniversityBahir Dar Journal of Education1816-336X2415-04522023-05-01231In-service teachers' self-efficacy to practice inclusive education at public primary schools in the Amhara region: Implications for teacher educationTsegie Genet Zegeye0Solomon Kassie Alem1Ayetenew Abie2Bahir Dar UniversityBahir Dar UniversityBahir Dar University The purpose of this study was to investigate teachers' self-efficacy for practicing inclusive education at public primary schools in the Amhara region and examining the effect of teachers’ gender, level of education, and teaching experience. The study used a survey design. Participants included 336 public primary school teachers selected using a stratified systematic random sampling technique. The teacher Efficacy for Inclusive Practice (TEIP) scale was administered to sample teachers. Data were analyzed using descriptive and inferential statistical techniques. Teachers showed low level of self-efficacy on the TEIP scale. While gender did generate variations in teacher self-efficacy for practicing inclusive education, level of education and teaching experience did not generate significant variations. The results generally revealed that teachers had low sense of self-efficacy to practice inclusive education. It implies that the knowledge and skills teachers gained in special needs and inclusive education in teacher training programs were not adequate enough to practice inclusive education. Therefore, to make inclusive education useful for all students including students with special needs, it is essential to revisit teacher training programs in Ethiopia. https://www.ajol.info/index.php/bdje/article/view/247600Teachers, self-efficacy, inclusive education, inclusive practice, teacher education |
| spellingShingle | Tsegie Genet Zegeye Solomon Kassie Alem Ayetenew Abie In-service teachers' self-efficacy to practice inclusive education at public primary schools in the Amhara region: Implications for teacher education Bahir Dar Journal of Education Teachers, self-efficacy, inclusive education, inclusive practice, teacher education |
| title | In-service teachers' self-efficacy to practice inclusive education at public primary schools in the Amhara region: Implications for teacher education |
| title_full | In-service teachers' self-efficacy to practice inclusive education at public primary schools in the Amhara region: Implications for teacher education |
| title_fullStr | In-service teachers' self-efficacy to practice inclusive education at public primary schools in the Amhara region: Implications for teacher education |
| title_full_unstemmed | In-service teachers' self-efficacy to practice inclusive education at public primary schools in the Amhara region: Implications for teacher education |
| title_short | In-service teachers' self-efficacy to practice inclusive education at public primary schools in the Amhara region: Implications for teacher education |
| title_sort | in service teachers self efficacy to practice inclusive education at public primary schools in the amhara region implications for teacher education |
| topic | Teachers, self-efficacy, inclusive education, inclusive practice, teacher education |
| url | https://www.ajol.info/index.php/bdje/article/view/247600 |
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