Teachers’ self-efficacy beliefs in teaching learners with learning barriers in one mainstream secondary school in Soweto

Abstract

Examining teachers' self-efficacy is crucial in the field of inclusive education. This concept plays a vital role as it directly influences how educators address the unique requirements of learners facing learning challenges. Despite its importance, there are significant gaps in research within the South African context regarding the obstacles teachers encounter when implementing inclusive education, particularly in relation to self-efficacy. The absence of thorough research could be a factor of the ongoing, valid worries in township high schools. Several research conducted globally demonstrate how self-efficacy attitudes regarding inclusive education influence teaching methods and could be advantageous to learners. The primary goal of this study was to find out about teachers’ self-efficacy beliefs in accommodating learners with learning difficulties in a mainstream township high school in Soweto. This research employed a qualitative method that worked with the interpretive research paradigm. The study's design was a case study. Using the purposive sampling method, the sample size of eight teachers from grades 8–12 at the chosen school was determined. For the eight participants, a semi-structured individual interview was used as the study tool. Thematic framework analysis was utilized to facilitate the examination of internal data. Additionally, the reliability of the qualitative data was guaranteed. The research findings revealed varying levels of self-efficacy among teachers in accommodating diverse learners in their classrooms. Educators with high self-efficacy demonstrated superior organizational skills and were more happily effective in teaching learners with learning disabilities despite the contextual challenges. Conversely, those with low self-efficacy perceived inclusive education as challenging due to the psychological and social hurdles faced by both teacher and learners in the school environment. Additionally, the study identified several strategies employed by teachers to support learners with disabilities, including differentiated instruction, scaffolding, and responsive teaching techniques. The study utilized certain strategies with the goal of incorporating students with learning challenges into regular classrooms. The research suggests that educators need to tackle serious hurdles affecting their own efficacy in teaching effectiveness. It further proposes that continuous professional development programs should be organized by the Education Department, focusing on better understanding and implementation of SIAS policy (Screening, Identification, Assessment, Support Provisioning and Monitoring).