Abstract
The South African Department of Basic Education has launched a phased initiative to transform ordinary mainstream schools into full-service schools (FSS) as part of its strategy for inclusive education. To ensure the success of this initiative, it is crucial to select schools that can equitably address the diverse learning needs of all students while maintaining high standards of instruction, intervention, and support necessary for achieving success in the core curriculum. Despite this, teachers have expressed concerns about the feasibility of the initiative, particularly due to their lack of expertise in supporting students with varied educational needs. This study aimed to assess teachers’ self-efficacy within an education district in South Africa regarding the adoption of inclusive educational practices as required by recent legislation. Using the Theory of Planned Behavior, 165 teachers completed the Teacher Efficacy for Inclusive Practices scale. The results provide valuable insights into how teachers’ self-efficacy and commitment to inclusive education impact their intentions and actions. Participants exhibited a strong sense of confidence in their ability to collaborate effectively with stakeholders and manage student behavior in the classroom. Furthermore, the findings indicate a generally high level of self-efficacy in implementing inclusive instructional practices. However, challenges persist, particularly concerning the support teachers receive for executing inclusive education.
Keywords
full-service schools, teacher attitudes, instructional skills, theory of planned behavior, self-concept
ORCID Identifiers
Nicole C. Drude: https://orcid.org/0009-0006-7036-4979
Luzaan Schlebusch: https://orcid.org/0000-0002-2735-4226
DOI
10.5038/2577-509X.9.1.1410
Recommended Citation
Drude, N. C., & Schlebusch, L. (2025). Preparing for the inclusive classroom: The self-efficacy of teachers towards implementing inclusive educational practices in South Africa. Journal of Global Education and Research, 9(1), 37-54. https://www.doi.org/10.5038/2577-509X.9.1.1410
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
