Pre-service Special Education Teachers' Readiness: Perceived Confidence in Relational Skills Versus Reported Challenges in Content Presentation and Classroom Communication

Background: Preparing future educators for diverse and inclusive educational environments is crucial, requiring an understanding of pre-service teachers' readiness and skills in working with students with learning disabilities. Objective: This study aimed to explore the perceptions, competencies, and self-efficacy of pre-service teachers in delivering effective education to students with learning disabilities. Methodology: This study employed a quantitative, descriptive design. Data were collected from 150 special education students using a structured, reliable, expert-validated questionnaire. The instrument measured relationship building, content and pedagogical content knowledge, learning environment development, student engagement, and self-efficacy. Data analysis was conducted using SPSS. Results: Pre-service teachers felt confident about possessing the ability to build healthy relationships and employ developmental knowledge. However, they reported facing problems presenting complex content and building classroom communication. Conclusion: There is a need to enhance teacher training programmes by placing greater emphasis on inclusive education and integrating technology into teaching practices to improve pre-service teachers' skills, particularly in content presentation and classroom communication. Unique Contribution: These findings hold significant implications for teacher education policies by underscoring the value of fostering professional identity and promoting continuous professional development to address the evolving demands of modern classrooms for inclusive settings. Key Recommendation: Policymakers should focus on enhancing teacher training programs to better prepare future educators for diverse and inclusive educational environments, with an emphasis on improving pedagogical content knowledge and communication skills.