Self-Efficacy towards Inclusive Education among Foreign Exchange Teachers in North Dakota

Abstract

This descriptive-correlational study investigated the self-efficacy among foreign exchange teachers in handling students with disabilities in an inclusive classroom and it also identified the variables that had significant influence on their self-efficacy. The study consisted of 32 Filipino exchange teachers in special education and general education from a public school district in North Dakota, USA for school year 2021–2022. Data were collected electronically using a standardized tool that measured the self-efficacy to teach in inclusive classrooms and participants voluntarily accomplished the tool. The results revealed that the teachers had the highest level of efficacy in teaching students with disabilities in relation to collaboration, while their lowest level of efficacy is in managing the inappropriate behavior of the students with disabilities. The multiple linear regression analysis indicated that their teaching assignment whether they are special education teachers or general education teachers had a significant influence on their self-efficacy. Meanwhile, the variables like the grade level they belong to, the number of years of teaching in the U.S., and having experience in handling students with special needs did not have significant effect on their self-efficacy. Overall, the teachers’ high score was indicative of their positive teaching efficacy towards inclusion. This showed that the teachers believe in their ability in carrying out necessary activities that promote inclusive education. The results also implied that having specialized training and educational background in special education can influence their ability in implementing inclusive practices. It is recommended that the exchange teachers are given professional development programs that will enhance their effectiveness in handling students with special needs.