Regular classroom teachers’ self-efficacy beliefs about inclusion of students with visual impairment in government secondary schools of Wolaita Zone

Abstract

General education teachers’ self-efficacy is often identified as the main factor for the successful implementation of inclusion for students with visual impairment (SVI), yet limited research has been conducted in this area. Thus, the purpose of this study is to investigate the general education teachers’ self-efficacy toward including SVI in the government secondary schools of Wolaita Zone. In this study, a mixed-methods approach with convergent design was employed. The target population included teachers, SVI, and principals. The sample consisting of 440 participants was selected using purposive and multistage sampling techniques. Data were collected using questionnaire, semi-structured interview, and focus group discussion (FGD). One-sample t-test and thematic analysis were used for analyzing the quantitative and qualitative data, respectively. The findings revealed that, in general, teachers showed positive self-efficacy in student engagement, instructional strategies, and classroom management of inclusion for SVI.

Keywords

Inclusion regular classroom teachers secondary schools self-efficacy beliefs visual impairment

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