Teachers’ efficacy and attitudes towards students with disabilities in inclusive education: the case of Public Secondary Schools in Dar es Salaam Region, Tanzania

This study examined the relationship between teacher efficacy and attitudes of general secondary education teachers towards teaching students with disability in inclusive classroom settings, using a case study of sampled inclusive secondary schools in Dar es Salaam region. The objectives of the study were to: assess teachers’ efficacy towards inclusive education in terms of students’ engagement, instructional strategies and classroom management; examine the relationship between teachers’ efficacy and academic achievements of students with disabilities (SWD) in inclusive classrooms and assess students and teachers perception towards inclusive education. This research used a mixed research design whereby both qualitative and quantitative approaches were used. Semi - structured interviews, questionnaires, observation, focus group discussions and documentary review were used as the instruments of data collection. The study sample comprised of 143 respondents from Dar es Salaam public inclusive secondary schools. These comprised of heads of schools, general teachers, and special education teachers, students with and without disabilities. These respondents were obtained through simple random and purposeful sampling.The findings revealed that teachers self efficacy was affected by lack of proper skills and resources for effective teaching. Moreover, teachers’ self- efficacy and attitude had significant correlation with student achievement scores. In terms of perceptions, positive attitudes towards inclusion were related to teaching efficacy. Besides that, teachers’ attitudes varied across types and intensity of disabilities. The study concludes that negative attitudes towards inclusive education remain a barrier that has to be surmounted for attainment of equitable education provision in Tanzania. Therefore the study recommends that, teachers in inclusive secondary schools have to change their attitudes towards teaching SWDs by encouraging learners, use of friendly methodologies and expose them to communication skills conducive for teaching SWDs. Moreover, the government-through the Ministry of Education and Vocational Training, has to address the challenge of poor infrastructure in inclusive schools so as to realize the goals of inclusive education (IE). It is also recommended that a variety of resources related to academic, professional, official support and a smaller student-teacher ratio toward successful inclusive practices have to be initiated.