The Role of Nigerian Teacher Self-Efficacy in Classroom Inclusiveness and Academic Outcomes of Students

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Disability Inclusion in Educational Assessment (Table 2)

Abstract

Adverse teacher attitudes toward inclusive education tend to have a negative impact on students’ academic performance hence the overall success of implementing inclusive modes of instruction. This study explored the role of inclusion classroom teacher self-efficacy on classroom inclusiveness and academic outcomes of special and general education students. Specifically, it sought to explore the nature of inclusion classroom teacher self-efficacy and whether such self-efficacy plays any role in teacher-perceived inclusiveness of learning needs of students receiving general and special education, and on the students' academic outcomes.

Teachers' perceptions of classroom inclusion across five school districts were compared. Findings reveal trends between teachers of students in inclusion classrooms with special and general education needs are influenced by school resources.

Author

• Christopher Obiyo, Patrise Inc.