Abstract:
The purpose of this study was to investigate the Secondary School Teachers’ Perceived Self-Efficacy in the Implementation of Inclusive Education in East Hararghe Zone, Oromia Regional State. The study identified how teachers’ perceive self-efficacy in inclusive education. The study explored what factors are affecting the Secondary School Teachers’ Perceived Self-Efficacy in the execution of Inclusive Education in East Hararghe Zone, Oromia Regional State. The study examined the significant relationship between the teachers’ self-efficacy and variables (such as age, gender, academic, professional qualification, teaching experience, teaching styles) in the application of inclusive education. To achieve this purpose, a descriptive survey quantitative research method was employed. The target population for the study was government secondary school teachers. A purposive and simple random sampling techniques were used. A total of 160 (male, 138, and female, 22) government secondary schools teachers were selected. Data were collected from primary and secondary sources of data. The primary data were obtained directly from the sample teachers, whereas the secondary data obtained from teachers profile. The data were collected using a questionnaire, interviews and classroom observation checklist. The instruments were validated by an advisor and co-advisor. A pilot study was carried out. Self-efficacy Scale was used. The collected quantitative data were analyzed using frequencies, percentages, mean, and mean value with SPSS. The findings showed an average mean value 2.98 on teachers’ perceived self-efficacy; which indicates that teachers have moderate level of perceived self-efficacy in inclusive activities. The results also indicated the factors that affected the teachers’ perceived self-efficacy in implementing inclusive education were lack of knowledge, skills, insufficient experiences, lack of motivation, commitment, willingness and insufficient compensation payment which were considered as trends of teachers’ perceived self-efficacy in implementing inclusive education. In addition, the results showed there were negative significant relationship among teachers’ perceived self-efficacy and variables in inclusive education. It was recommended that different stakeholders should give more attention to teachers’ perceived self-efficacy, encourage teachers’ participation and collaboration in school activities, provide teachers with special advantages, and offer training to create adequate knowledge and awareness for teachers. In addition, stakeholders should provide adequate services to teach students, create a conducive environment to implement inclusive Education.
