Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 25 no. 6 (2024)

Level of Self-Efficacy of Public Secondary Social Science Teachers in Fostering Inclusive Education: A Basis for Development Program

Mica Mergenio

Discipline: Education

 

Abstract:

The study aimed to determine the level of self-efficacy of Public Secondary Social Science Teachers in the three selected schools of District V in Quezon City in formulating a basis for a development program for teachers to foster inclusive education. Likewise, the teachers' profiles were also examined as part of the investigation. To achieve this goal, the researcher conducted a study to determine the level of self-efficacy in terms of inclusive instruction, collaboration, and managing behavior among public secondary social science teachers in the three selected public schools of District V in Quezon City. In this manner, the explanatory sequential mixed method was used to measure the teachers' degrees of self efficacy. The researcher also identified the concerns encountered by the public secondary social science teachers in terms of resources, difficulties, appropriateness, and workload. A qualitative design was also utilized to identify the challenges encountered by the respondents. A total of eighty-four (84) social science teachers currently employed in the three selected public secondary schools in District V of Quezon City were involved in this study using purposive sampling. Furthermore, data for the study were collected using two tools: the adapted Teacher Efficacy for Inclusive Practice (TEIP) scale, developed by Sharma et al. (2014), to assess teacher self-efficacy in inclusive education, and an adapted and standardized survey questionnaire, the Concerns about Inclusive Education Scale – Short Form (CIES-SF), also designed by Sharma et al. (2022), to explore challenges faced by teachers during the qualitative phase. The results revealed that the level of self-efficacy among public secondary social science teachers is high self-efficacy. The result on the significant difference in their level of self-efficacy against the profile variables of teachers revealed no significant difference. Ultimately, a basis for a development program in fostering inclusive education in the classroom was proposed to improve their level of self efficacy in addressing the challenges encountered by public secondary social science teachers.



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