Influence of Chemistry Teachers’ Self-Efficacy on Inclusive Education in Secondary School Chemistry Classroom Teaching in Anambra State, Nigeria

Abstract

This study investigated the influence of chemistry teachers’ self-efficacy on inclusive education in secondary school chemistry classroom teaching in Anambra state, Nigeria. Age and gender of the teachers were considered as being among factors that determine self-efficacy, hence were also investigated. Three research questions and two null hypotheses guided the study. Descriptive survey research design was adopted for this study. The entire population of chemistry teachers in the state which is made up of two hundred and sixty-five Chemistry teachers was used as the sample for the study. An instrument Teachers’ Efficacy to Implement Inclusive Education (TEIIE) was adopted from Kielblock (2018) and modified to suit the environment and cultural setting. Due to the modifications, the reliability of the instruments was re-established using Cronbach alpha and a coefficient of 0.79 was obtained. Means, Standard Deviation, Percentages, and One-way ANOVA were used to analyze and interpret data obtained. The result of the study revealed that gender has a significant influence on self-efficacy of teachers. Females had higher self-efficacy than males. Age was equally significant with the younger teachers having higher self-efficacy than the older teachers. The educational implications of the findings were discussed and based on the findings; some recommendations were made.