Teachers’ Preparedness for Inclusive Education: Analyzing Knowledge, Confidence, and Classroom Management

Abstract

This research assessed teachers’ knowledge, confidence, and classroom management regarding inclusive education. Findings showed that teachers were confident, moderately knowledgeable, and capable of managing inclusive classrooms, with strengths in fostering inclusive teaching practices, collaborating with others, and managing classroom behaviors respectfully. However, areas for improvement were identified, particularly in adapting to diverse needs, understanding Universal Design for Learning (UDL), utilizing adaptive technologies, and implementing individualized education plans (IEPs). Chi-square test statistics showed no significant association between teachers’ profiles and their levels of knowledge, confidence, and classroom management skills. Additionally, Spearman’s rank-order correlation indicated no significant relationship between the perceived difficulties in handling inclusive education and teachers’ competencies in these areas. The findings suggest that teachers’ knowledge, confidence, and classroom management are not determined by their profiles or the challenges learners face but are likely influenced by external factors such as training, resources, and professional experiences. This highlights the need for targeted professional development programs to address gaps in UDL, adaptive technologies, IEP implementation, and classroom management strategies for equitable participation. Overall, the study promotes the importance of continuous support and training to enhance teachers' effectiveness in inclusive education, ensuring that they are well-equipped to meet and address the diverse needs of learners with special needs.