Factors affecting teachers’ practices of inclusive instructional strategies in teaching students with visual impairments in schools of Addis Ababa, Ethiopia

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This study aimed to investigate factors affecting teachers’ practice of inclusive instructional strategies in teaching students with visual impairments (SVI) in regular schools of Addis Ababa. The study employed a quantitative methodology, with cross-sectional survey design. Data was gathered, using a survey questionnaire, from 421 teachers from 19 primary and 15 secondary schools. A hierarchical multiple linear regression analysis was used to examine the influence of knowledge, self-efficacy & attitudes on the practice of inclusive instruction strategies in teaching SVI in regular schools. The outcomes indicated that teachers had the required knowledge about inclusive instruction strategies. Conversely, a moderate level of teachers’ self-efficacy (M=3.00, SD=1.01) in teaching SVI and favorable attitudes towards inclusion of SVI (M=3.92, SD=0.64) were found in this study. Similarly, this study demonstrated a moderate level of teachers’ practice of inclusive instruction strategies in teaching SVI (M=2.69 out of 4, SD=0.83). Teachers’ self-efficacy and attitude were found to be significant predictors of practice, while knowledge was not a significant predictor. Self-efficacy accounted for 25.5% of the variance in practice, which was the most significant predictor of practice. All the independent variables together explained 31.4% of the variance in practice. Conclusion and possible implications for practice were indicated.