Effects of Teachers' Demographic Characteristics and Self-Perceived Competencies on Their Self-Efficacy in Implementing Inclusive Education

Abstract

The study examined the effects of teachers’ demographic factors and competencies on their self-efficacy in implementing inclusive education. To accomplish this, the researcher had a sample of 187 teachers in schools SDO-City of Malolos during the academic year 2018-2019. Results of the regression analysis indicate that variables of regular teachers’ demographic profile (except educational attainment) and competencies affect their efficacy in implementing inclusive education to a different extent as shown by the non-zero coefficients. This means that age, sex, length in service, disabilities handled, and competencies affect (but not to a significant extent) the teachers' efficacy in implementing inclusive education in which for every unit improvement in variables mentioned, teachers’ efficacy can be expected to increase by 0.002, 0.004, 0.002, and 0.001, 0.428 respectively. It is highly recommended that the hiring and selection process for special education teacher applicants be tightened up, especially when it comes to personal demographic characteristics and professional competencies, including educational attainment, as this has an impact on the pursuit of a high-quality inclusive education.