A Qualitative Insight into Pre-Service Teachers’ Level of Readiness and Self-Efficacy to Teach Children with Special Educational Needs

Children with special educational needs (SEN) remain underserved in many systems, and teacher preparation is pivotal for inclusive education. This study explored the readiness and self-efficacy of pre-service teachers (PSTs) at the University of Cape Coast to teach children with SEN. Guided by an interpretivist paradigm, we conducted a qualitative case study with PSTs who had completed a special education practicum. Using purposive sampling, ten PSTs (six females, four males) participated in semi-structured interviews. Interviews lasted 15–20 minutes and followed a 17-item guide piloted with a comparable cohort; participation continued until thematic saturation was achieved. Data were analysed with reflexive thematic analysis, progressing through familiarisation, coding, theme development, review, and definition; trustworthiness was ensured through member checking, audit trail, rich description, and peer debrief. Ethical approval was obtained from the University’s IRB. Two overarching domains were developed: readiness to teach children with SEN and self-efficacy for inclusive practice. Under readiness, participants reported (i) high perceived readiness grounded in practicum-derived mastery experiences; (ii) developed skill sets for adapting instruction; (iii) growing knowledge for identifying SEN via observation, performance, and assessment; and (iv) positive, empathic attitudes anchored in a sense of duty and care. Under self-efficacy, participants described (i) confidence built through authentic teaching encounters (e.g., supporting learners with autism); (ii) instructional approaches centred on needs-based differentiation and the use of varied teaching-learning materials, visuals, and structured scaffolds; (iii) strategies for impact such as breaking tasks into manageable steps and cultivating belonging; (iv) classroom management anchored in thorough lesson preparation and active engagement; and (v) professionalism that respects individual differences and promotes equitable participation. Practicum exposure, coupled with targeted coursework, appears to be the critical lever shaping PSTs’ readiness and self-efficacy for inclusive education in this setting. Strengthening practicum design (e.g., longer placements, structured mentoring, explicit assessment of adaptive instruction), resourcing schools with appropriate materials, and embedding continuous professional development can consolidate these gains and support system-level inclusion goals. While the single-institution, small sample limits transferability, the findings provide actionable insight for programme leaders and policymakers seeking to align teacher education with Ghana’s inclusive education agenda. Future studies should triangulate perspectives across institutions and employ longitudinal or mixed-methods designs to track how perceived readiness and efficacy translate into classroom practice and learner outcomes.