TEACHERS' Instructional Practices and Multidimensional Attitudes Towards Inclusive Education as Determinants of Teacher EFFICACY

Abstract

The concept of teacher efficacy emphasizes a teacher's belief in their capability to engage students and implement effective instructional strategies, even in challenging educational environments. The main objective of this study is to explore the teachers' instructional practices and multidimensional attitudes towards inclusive education. This study employs a quantitative method, specifically a descriptive correlational design. Using total population sampling, data were collected from private elementary teachers through validated and reliable survey instruments. Findings revealed that teachers demonstrated a very high level of instructional practices and a high level of efficacy. In contrast, their multidimensional attitudes toward inclusive education were assessed as high, highlighting an area for more growth. The study found that effective instructional practices and positive multidimensional attitudes toward inclusivity significantly predict teacher efficacy. Statistical analyses showed significant positive correlations between instructional practices and teacher efficacy, and between multidimensional attitudes and teacher efficacy. Moreover, both instructional practices and attitudes were found to significantly predict teachers' efficacy.