Self-Efficacy of General and Special Education Teachers for Inclusive Education Implementation in Cambodia

<div><span>Teachers’ self-efficacy plays a critical role in the successful implementation of inclusive education for children with disabilities. The study exists on the comparative self-efficacy of general and special education teachers in Cambodia, and it aimed to examine the differences between general and special education teachers’ self-efficacy in instruction, and collaboration is included deeply. (1) descriptive, (2) inferential statistics, namely SPSS AMOS Version 29 and Structural Equation Modelling (SEM), Confirmatory Factor Analysis (CFA) and Simple Linear Regression (SLR) to analyse quantitative data from 533 samples, the sample of 403 general education teachers, of which 115 teachers are primary school teachers and 288 teachers are secondary school teachers; and the sample of 130 special education teachers, of which 83 teachers are primary school teachers and 47 teachers are secondary school teachers, who are teaching in the target special education high schools and mainstream schools of five provinces; and it used SWOT to analyse existing qualitative secondary data. As the results found that the significant relationship between general and special education teachers’ self-efficacy in instruction and disability-inclusive education background, teachers’ self-efficacy in collaboration and disability-inclusive education background, teachers’ disability-inclusive education background and inclusive education implementation, teachers’ self-efficacy in instruction and inclusive education implementation, teachers’ self-efficacy in collaboration and inclusive education implementation, teachers’ self-efficacy in managing behaviour and inclusive education implementation. The study indirectly contributed to understanding the challenges and opportunities in inclusive education implementation in Cambodia by analysing the strengths, weaknesses, opportunities and threats. Recommendations were made to increase teacher self-efficacy and to enhance inclusive education implementation in Cambodia.</span></div>