Predictive Effects of Teachers’ Attitudes, Psychosocial Support, and Resilience on Academic Achievement of Students with Disabilities

Abstract

The general objective of this study was to examine the influence of teachers’ attitudes,  psychosocial support, and resilience on the academic achievement of students with disabilities in inclusive secondary schools of Eastern Ethiopia. A correlational research design was employed. Primary data were collected through structured questionnaires administered to teachers. The target population comprised 158 teachers, of whom 147 participated, yielding a 93% response rate. A stratified random sampling was applied due to the heterogeneity of the population. Data were analyzed using descriptive  (mean and standard deviation) and inferential statistics (Pearson correlation and multiple regression) to determine relationships and predictive effects among variables. The findings revealed moderate levels of positive attitudes and resilience among teachers, but comparatively lower engagement in proactive psycho-social practices. Correlation results indicated strong, positive, and significant relationships among all variables (p < .01). The regression model demonstrated substantial explanatory power (R² = .91), with psycho-social support emerging as the strongest predictor of academic achievement, followed by teachers’ attitudes and resilience. The study concludes that teachers’ attitudes toward inclusion, their provision of psychosocial support, and their level of professional resilience directly and significantly influence the academic achievement of students with disabilities in secondary schools in Eastern Ethiopia.