Inclusive teaching-efficacy among early childhood teachers in Zambia.
Teachers' inclusive teaching-efficacy is fundamental to the success of inclusive early childhood education (ECE), as it directly influences their ability to support learners with diverse abilities and learning styles. While research highlights the importance of teaching efficacy in inclusive education, limited attention has been given to understanding the levels of inclusive teaching efficacy among early childhood educators in Zambia. This study investigates the inclusive teaching-efficacy of teachers in Zambian early childhood centers and examines how their understanding of inclusive education influences their confidence and effectiveness in implementing the country's inclusive education policy. Employing an exploratory sequential mixed-methods design, the study engaged 153 participants, including 150 inclusive ECE teachers from selected schools in Lusaka, Eastern, and Copperbelt provinces. In the qualitative phase, semi-structured interviews were conducted with 17 ECE teachers, two educational officers, and one ECE college coordinator, all purposively sampled. The subsequent quantitative phase involved a survey of 133 randomly selected ECE teachers to examine the effects of knowledge, motivation, and demographic factors (such as age and gender) on teachers' inclusive teaching-efficacy. Qualitative data were analyzed using Interpretative Phenomenological Analysis (IPA), revealing key themes related to teachers’ self-efficacy, including the influence of knowledge, training, exposure, and continuous professional development (CPD). The findings underscore the necessity of preparing teachers for policy implementation, particularly by enhancing their self-beliefs, which drive motivation and the effective enactment of inclusive education policies. Statistical analyses, including t-tests, demonstrated that teachers’ understanding of inclusive education positively correlates with their self-efficacy. Additionally, a strong positive and their motivation, which in turn reinforced both self-efficacy and knowledge. The study highlights the critical need for continuous professional development to strengthen teachers' self-efficacy in inclusive ECE. Universal Design for Learning (UDL) is one such framework that provides flexible, evidence-based instructional strategies to accommodate diverse learning needs, offering a structured approach for improving teaching-efficacy in inclusive settings. By embedding UDL principles multiple means of representation, engagement, and expression into teacher training, educators can better support all learners and enhance the implementation of inclusive education policies. Providing teachers with the necessary knowledge and skills through targeted training initiatives is essential for addressing the diverse needs of learners and fostering successful inclusive learning environments. The study recommends expanding CPD opportunities for inclusive ECE teachers and strengthening teacher training curricula to ensure educators are adequately equipped to support learners in inclusive settings.
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