Self-Efficacy and Support Systems as Predictors of Behavioral Strategies in Handling Learners with Disabilities in an Inclusive Setting

Teachers' ineffective behavioral strategies remain a persistent challenge in educational settings. This study investigated the predictive roles of self-efficacy and support systems in shaping the behavioral strategies of teachers. Utilizing a purposive sampling technique, data were collected from 100 general education teachers in a private school in the Philippines. The findings revealed that both self-efficacy and support systems are significant predictors of behavioral strategies, affirming the core premise of Bandura’s Social Cognitive Theory—the reciprocal interaction among behavior, personal factors, and environmental influences. The study underscores the need for further exploration through multiple linear regression analyses incorporating additional predictors to account for the remaining variance in behavioral strategies. Moreover, qualitative research focusing on the lived experiences of teachers and learners with disabilities in inclusive education contexts is recommended to deepen understanding and enhance intervention efforts.