TEACHER SELF-EFFICACY IN INCLUSIVE EDUCATION: A CONVERGENT PARALLEL MIXED-METHODS STUDY IN A PHILIPPINE ELEMENTARY SCHOOL

Abstract

This study examined the self-efficacy of elementary school teachers implementing inclusive education at a designated Special Education (SPED) center in Bukidnon, Philippines. Employing a convergent parallel mixed-methods design, quantitative data were collected from all 19 teachers handling inclusive classes using the Teacher Efficacy for Inclusive Practices (TEIP) Scale, while qualitative data were gathered through open-ended responses regarding implementation challenges. Quantitative analysis utilized descriptive statistics and non-parametric inferential tests (Spearman's ρ and Mann-Whitney U), while qualitative data were analyzed through reflexive thematic analysis. Results indicated that teachers reported "High" overall self-efficacy (M = 3.41/4.00) across all three TEIP domains—Inclusive Instruction, Collaboration, and Behavior Management—though no domain reached the "Very High" threshold. No statistically significant relationships were found between demographic/professional variables and efficacy scores, though a moderate descriptive trend emerged between behavior management training and behavior management efficacy (ρ = .395, p = .094). Thematic analysis identified six implementation challenges, with resource limitations and behavior management difficulties being most prominent. Findings suggest that teacher self-efficacy in inclusive education is functionally competent but contextually conditional, shaped by the interplay of personal capability and environmental constraints. Implications for targeted professional development, resource allocation, and collaborative structures are discussed.