Exploring factors influencing teacher self-efficacy in implementing inclusive education in Cambodia: A two-level hierarchical linear model

Abstract

This study examined teachers’ self-efficacy for inclusive practices and identified factors influencing it. The study involved 1008 primary school teachers from 236 schools across Cambodia. It was guided by a conceptual framework grounded in Bandura’s Theory of Self-Efficacy, addressing existing research gaps and incorporating empirical insights into the factors shaping teachers’ self-efficacy for inclusive practices. Using descriptive statistics, exploratory factor analysis, reliability tests, and the two-level hierarchical linear model (HLM), the study found that teachers reported the highest self-efficacy in managing behaviours and the lowest in collaboration, especially with parents. Factors such as gender, interaction experience, inclusive education training, knowledge of disabilities, and the implementation of inclusive education programmes significantly influenced their self-efficacy. The study’s findings provide valuable insights for improving teacher education in the context of inclusive practices.