Percepciones docentes sobre la autoeficacia para implementar prácticas inclusivas en escuelas de educación básica de Gualaceo

Abstract

Teacher self-efficacy in inclusive practices refers to teachers' belief in their ability to implement strategies and methods that ensure the participation and learning of all students. This perception of self-efficacy is crucial for creating an equitable educational environment that accommodates the diversity of students. This research aimed to determine teachers' perceptions of their self-efficacy in implementing inclusive practices in basic education. The study employed a quantitative approach with a descriptive scope and a non-experimental design. The study population consisted of 36 basic education teachers from public institutions in the canton of Gualaceo. Data collection involved using a sociodemographic sheet and the Teacher Efficacy for Inclusive Practices (TEIP) scale. This scale measures perceived teacher self-efficacy for teaching in inclusive classrooms and consists of three dimensions: inclusive instructions, collaboration efficacy, and behavior management. The results indicated that teachers perceive themselves as highly effective in implementing inclusive practices, particularly in behavior management and inclusive instruction. Differences were observed in self-efficacy perceptions between elementary and middle basic education teachers, with middle basic education teachers showing higher efficacy in collaboration and behavior management. Additionally, teachers with a bachelor's degree demonstrated higher self- efficacy compared to those with a master's degree. Finally, the educational level at which teachers instruct influences the dimensions in which they perceive themselves as more or less effective, although generally, they exhibit high self-efficacy.