Abstract
The present study investigated the self-efficacy of preservice teachers for children with special needs. Standardized tools “Teaching Students with Disabilities Efficacy Scale (TSDES)” were employed by the researcher to gather data. It assessed pre-service teachers inclusive classroom practices. Using a purposive sample technique, 100 pre-service teachers – 50 males and 50 females – were chosen from various institutions for teacher education programs. The t-test, mean, SD, and ANOVA were employed in this investigation. The showed that preservice teachers’ self-efficacy toward children with special needs does not significantly change based on their gender. Based on the research findings pre-service teachers from both government and private institutions had significantly different mean levels of practice self-efficacy. The study revealed that there is no significant difference in the average self-efficacy scores among pre-service teachers in the fields of science, social science, and arts.
Keywords: self-efficacy, preservice teachers