Examining the Relationship Between Teachers’ Attitudes and Efficacy for Inclusive Classroom Practices

Dike Ibiam Dick

doi:10.17977/um084v4i12026p184-198

Authors

Dike Ibiam Dick Adeyemi Federal University of Education, Nigeria

DOI:

https://doi.org/10.17977/um084v4i12026p184-198

Keywords:

teacher efficacy, teacher attitudes, inclusive education, collaboration, Nigeria

Abstract

This study examined the relationship between teachers’ self-efficacy and their attitudes toward inclusive education in Ondo State, Nigeria. A descriptive survey research design was adopted, and data were collected from 500 primary and secondary school teachers using two standardized instruments: the Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale and the Teacher Efficacy for Inclusive Practice (TEIP) Scale. Data were analyzed using Pearson Product-Moment Correlation, Multiple Linear Regression, and one-way ANOVA. The findings revealed a moderate positive relationship between teachers’ attitudes toward inclusive education and their self-efficacy in behavior management and collaboration, while a weaker positive relationship was found with inclusive instruction. The results also indicated no significant difference in teacher efficacy based on gender. However, significant differences were observed based on educational qualification and age range. Furthermore, teacher self-efficacy significantly predicted teachers’ attitudes toward inclusive education, with collaboration emerging as the strongest predictor. The study additionally found no significant difference between primary and secondary school teachers regarding attitudes toward inclusive classroom practices. The findings highlight the importance of strengthening teachers’ collaboration skills and professional competence through teacher education and training programs to enhance successful implementation of inclusive education practices in Nigeria.

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