Inclusive teaching-efficacy among early childhood teachers in Zambia.
type: CreativeWork
description: 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 reinf…
abstract: 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 reinf…
author: Singogo, Derick
language: en
date published: 2024
date modified: 2026-07-27T22:06:18Z
provider: University of Zambia
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The University of Zambia