A Quantitative Casual-comparative Study to Determine the Difference in Perception of Inclusive Education Among Teachers in Preschool, Elementary and Middle School

This quantitative, causal-comparative research examines differences in Teacher Efficacy for Inclusive Practices (TEIP) scores based on perceptions of inclusive education among preschool, elementary, and middle school teachers. The study involved a survey of 450 teachers from three districts in a large Eastern city in the U.S., yielding 159 responses, which surpasses the minimum sample size of 126. Researchers assessed teachers' self-efficacy in inclusive instruction, collaboration, and behavior management using the TEIP scale, analyzing the data with the Statistical Package for the Social Sciences (SPSS) and a One-Way ANOVA. There was a statistically significant difference found between preschool and both elementary and middle school teachers, but no significant differences existed between elementary and middle school teachers. Similarly, significant variations in collaboration and behavior management perceptions were noted between preschool and both elementary and middle school teachers, with no significant differences found between the latter two groups. These findings underscore important differences in teacher efficacy across educational levels. Future research on teacher effectiveness in inclusive practices should encompass various school levels, consider environmental and systemic factors, and examine disparities in training, experience, and funding to enhance understanding of their impact on education.