Abstract

The self-efficacy of teachers plays a pivotal role in the context of inclusive classrooms, which cater to learners with diverse abilities and learning styles. Studies have underscored the significance of teacher self-efficacy in the success of inclusive early childhood education. However, limited attention has been given to examining the level of understanding and selfefficacy among teachers in inclusive early childhood schools in Zambia. Consequently, this study was undertaken to investigate the inclusive teaching efficacy of teachers in early childhood schools in Zambia and explore how their understanding in this area impacts their self-efficacy. This study utilized a causal comparative design and included a sample of 133 inclusive early childhood class teachers from selected schools in Lusaka, Eastern and Copperbelt provinces of Zambia. The statistical analysis, specifically the t-test, was employed to demonstrate the positive effect of teachers’ understanding of inclusive education in early childhood on their self-efficacy levels. Additionally, the findings indicated a strong correlation between teachers’ experience in teaching inclusive early childhood learners and their motivation, which in turn relates to both self-efficacy and  knowledge in this domain of practice. Consequently, it is imperative to offer inclusive continuous professional development opportunities to enhance teachers’ self-efficacy in inclusive early childhood education. Equipping teachers with the requisite knowledge and skills through such initiatives is crucial for effectively addressing the diverse needs and ensuring the success of learners in inclusive classrooms.

Keywords: Early childhood, Inclusive education, Self-efficacy, Inclusive teaching-efficacy, Teachers' understanding