Abstract<\/p>\n\n\n\n
The present study investigated the self-efficacy of preservice teachers for children with special needs. Standardized tools \u201cTeaching Students with Disabilities Efficacy Scale (TSDES)\u201d 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.<\/p>\n\n\n\n
Keywords<\/em>: <\/strong>self-efficacy, preservice teachers<\/p>\n","protected":false},"excerpt":{"rendered":" Abstract The present study investigated the self-efficacy of preservice teachers for children with special needs. Standardized tools \u201cTeaching Students with Disabilities Efficacy Scale (TSDES)\u201d 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…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[332,333],"tags":[362,361],"class_list":["post-613","post","type-post","status-publish","format-standard","hentry","category-volume-11","category-volume-11-issue-1-august-2024","tag-preservice-teachers","tag-self-efficacy"],"_links":{"self":[{"href":"https:\/\/itirjarchives.naspublishers.com\/index.php?rest_route=\/wp\/v2\/posts\/613","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/itirjarchives.naspublishers.com\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/itirjarchives.naspublishers.com\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/itirjarchives.naspublishers.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/itirjarchives.naspublishers.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=613"}],"version-history":[{"count":1,"href":"https:\/\/itirjarchives.naspublishers.com\/index.php?rest_route=\/wp\/v2\/posts\/613\/revisions"}],"predecessor-version":[{"id":614,"href":"https:\/\/itirjarchives.naspublishers.com\/index.php?rest_route=\/wp\/v2\/posts\/613\/revisions\/614"}],"wp:attachment":[{"href":"https:\/\/itirjarchives.naspublishers.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=613"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/itirjarchives.naspublishers.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=613"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/itirjarchives.naspublishers.com\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=613"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}