Mediating Effect of Motivation on the Correlation Between Self-Efficacy and Teaching Performance of Teachers Handling Learners with Disabilities in an Inclusive Setting

Teachers often encounter challenges in effectively supporting learners with disabilities. This study aimed to determine the mediating effect of self-efficacy between motivation and teaching performance of teachers handling disabilities in inclusive settings. Using a descriptive correlational design 248 public elementary teachers were selected sample via purposive sampling. Data collection was survey and analysis done using mediation analysis. Results revealed that self-efficacy significantly and indirectly mediates the correlation between motivation and teaching performance, affirming the social cognitive theory. Utilizing other variables that may have a 71.2 percent influence on teaching performance is recommended.