Contributors of Pre-Service Teachers’ Self-Efficacy for Teaching in Inclusive Classrooms: How Predictors of Self-Efficacy Change Over Time

Abstract

This study investigated the extent to which demographic, experiential, and belief factors at two points in time predict pre-service teachers’ self-efficacy for teaching in inclusive classrooms, and how predictors change over time. Two hundred sixty-four Canadian pre-service teachers completed a demographic questionnaire, the Beliefs about Teaching and Learning Questionnaire (BTLQ) and the Teacher Efficacy for Inclusive Practices scale (TEIP) toward the beginning and at the end of their teacher education. The results showed that at both times, Canadian pre-service teachers have very strong pro-inclusion beliefs and have very high levels of self-efficacy for teaching in inclusive classrooms. Significant improvements over time were seen in pre-service teachers’ Efficacy to Use Inclusive Instruction and Efficacy to Manage Behaviour. Furthermore, the level of personal and professional experience that pre-service teachers had with diverse populations became significant predictors of all factors of self-efficacy for teaching in inclusive classrooms toward the end of their education.