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Kiran Chalise, Mid-West University, NepalAbstract
Self-efficacy is essential for successful inclusion of students. Teachers are the key actors in imparting their knowledge and are the key facilitators in realizing, approaching, and ensuring the goals of inclusive education. Self-efficacy always boosts teachers’ confidence and supports students’ learning achievements. This paper reveals the contribution of teachers’ self-efficacy to inclusive education practices. A binary logistic regression was applied to find out the contribution of the teachers’ self-efficacy to different themes of the inclusive education practices. A sample (182 teachers) was taken from the schools of Nepal where children with hearing impairments are studying. The study reveals that teachers’ self-efficacy is the main predictor of ensuring the availability of rights, roles and responsibilities and a learning environment in schools.
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Conference: PCE2025Stream: Education & Difference: Gifted Education
This paper is part of the PCE2025 Conference Proceedings (View)
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To cite this article:
Chalise K. (2025) Contribution of Teachers’ Self-Efficacy to Inclusive Education Practices in Schools ISSN: 2758-0962 The Paris Conference on Education 2025: Official Conference Proceedings (pp. 525-540) https://doi.org/10.22492/issn.2758-0962.2025.40
To link to this article: https://doi.org/10.22492/issn.2758-0962.2025.40
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