Pre-service teachers’ self-efficacy towards classroom management and teaching practice in inclusive setting

The demand for inclusive education has resulted in an increase of research measuring teachers' self-efficacy. Developing pre-service teachers' efficacy belief prior to their entry into the teaching profession is an essential consideration. This study aims to investigate the self-efficacy belief of pre-service teachers towards inclusive classroom setting. In the realm of inclusive education, the study explored the self-efficacy of pre-service teachers to teach students having learning disabilities, to manage and organize inclusive classroom practices. The study utilizes a qualitative method for data collection. The respondents were 10 pre-service teachers enrolled in Bachelor of Education (B.Ed.) program. The investigator has used thematic analytical approach to organize the qualitative data collected from semi-structured interviews. Findings indicate mastery experiences, vicarious experiences and social persuasion enhances teachers’ self-efficacy to teach and manage inclusive classroom settings. The findings of the study have practical implication for policy maker to underline inclusive practice teaching in pre- and in-service teacher education course curricula. The results advance the knowledge of the sources that influence self-efficacy and have implications to support teachers at various phases of their professional careers.