CLASSROOM Management, Efficacy Beliefs and Attitudes towards Inclusive Education among Public Junior High School Science TEACHERS

Abstract

Teachers' attitudes toward inclusive education are influenced by their instructional competence and confidence in teaching learners with diverse educational needs. This study examined the influence of classroom management and teacher efficacy beliefs on attitudes toward inclusive education among public junior high school science teachers in the Division of Davao City, Philippines. A quantitative descriptive-correlational research design was employed involving 121 public junior high school science teachers selected through proportionate random sampling. Data were collected using standardized questionnaires measuring classroom management, teacher efficacy beliefs, and attitudes toward inclusive education. Descriptive statistics, Pearson product-moment correlation, and multiple linear regression analyses were performed. The findings revealed that respondents demonstrated a very high level of classroom management (M = 4.40, SD = 0.48) and teacher efficacy beliefs (M = 4.24, SD = 0.49), while their attitudes toward inclusive education were rated high (M = 4.18, SD = 0.65). Classroom management was significantly and positively associated with teachers' attitudes toward inclusive education (r = .703, p < .001), whereas teacher efficacy beliefs exhibited an even stronger positive relationship (r = .807, p < .001). Multiple linear regression analysis further revealed that classroom management and teacher efficacy beliefs jointly explained 66.2% of the variance in teachers' attitudes toward inclusive education (R² = .662, F = 118.26, p < .001), with teacher efficacy beliefs emerging as the stronger predictor. The findings underscore the importance of strengthening teachers' instructional competence and professional confidence through continuous professional development to promote more positive attitudes toward inclusive education. Enhancing teacher efficacy and classroom management competencies may contribute to more effective implementation of inclusive educational practices in science classrooms.