Self-Efficacy and Support Systems as Predictors of Behavioral Strategies in Handling Learners with Disabilities in An Inclusive Setting
DOI:
https://doi.org/10.64612/ijiv.v1i2.11Keywords:
inclusive, education, supportAbstract
Teachers often face challenges when it comes to managing student behavior effectively. This study looked into how a teacher’s belief in their own abilities (self-efficacy) and the support they receive from their environment influence the strategies they use in the classroom. Data were gathered from 100 general education teachers in a private school in the Philippines. The findings showed that both self-efficacy and support systems play a meaningful role in shaping how teachers handle behavior, echoing Bandura’s Social Cognitive Theory, which emphasizes the connection between personal beliefs, environment, and actions. These results highlight the need to support teachers not just through training, but also by fostering strong support networks. The study recommends further research to include other possible influences and deeper qualitative studies that explore the real-life experiences of teachers and students, especially in inclusive classrooms. Understanding these stories can help develop better strategies and more compassionate educational policies.
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