Teachers' Self-Efficacy and Challenges in Inclusive Classrooms: Intensity Importance of Themes in Mixed Methods

• In Event: The Role of Equity in Mixed-Methods Research

Abstract

Guided by the self-efficacy theory, this exploratory case study examined the general STEM education teachers' perceptions of inclusion and self-efficacy in inclusive classrooms. Six secondary math and science teachers and one special education teacher participated in this study. A parallel convergent mixed methods approach was conducted using surveys, interviews, and classroom observations. Combined findings from integrated quantitative and qualitative analyses showed that teachers' beliefs, resources, training, and collaboration challenges, influenced their self-efficacy in designing inclusive strategies. It also revealed different levels of intensity importance of challenges teachers emphasized in the survey and expanded on during the interviews. Training in inclusive pedagogy and collaborative strength-based practices is foundational to the rigorous work needed to achieve equity in inclusive STEM education.

Author

• Latifa Sebti, Rowan University