The effect of inclusive education training on teacher efficacy in Bida LGA, Niger State
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Background of the Study
Inclusive education training aims to equip teachers with the skills necessary to effectively support diverse learners in mainstream classrooms. In Bida LGA, Niger State, teacher efficacy in inclusive settings is increasingly critical as schools strive to accommodate students with varied learning needs. Current research underscores that well-structured training programs enhance teachers’ ability to design adaptive lesson plans, manage heterogeneous classrooms, and foster a supportive learning environment (Chukwu, 2023). In Bida, initiatives to improve inclusive education have been introduced through both governmental and non-governmental efforts, with training modules focusing on practical strategies for accommodating learners with disabilities. Teachers report that improved confidence and competence in managing diverse classrooms directly correlate with positive student outcomes (Balogun, 2024). However, challenges such as inadequate training duration, limited follow-up support, and insufficient resources persist. This study critically examines the relationship between inclusive education training and teacher efficacy, investigating how targeted professional development can transform classroom practices. By integrating recent local data with global best practices, the research highlights both the successes and shortcomings of current training programs. It further explores how a supportive institutional culture, continuous professional development, and collaborative teaching practices can enhance overall teacher performance and student engagement. The study ultimately seeks to offer practical recommendations for refining inclusive education training to maximize teacher efficacy in Bida’s schools (Sani, 2025).
Statement of the Problem
Despite efforts to promote inclusive education in Bida LGA, many teachers still feel underprepared to address the needs of students with disabilities. Insufficient training and lack of ongoing support have resulted in low teacher confidence and inconsistent classroom practices. As a consequence, the quality of education delivered to special needs students remains variable. Teachers cite challenges in adapting curricula, managing classroom dynamics, and integrating specialized strategies within time-constrained schedules. These problems are compounded by limited resources and inadequate administrative backing. Moreover, while training programs have been introduced, their impact on teacher efficacy has not been systematically evaluated, leaving a gap in understanding the true effectiveness of these initiatives. This study intends to bridge that gap by examining how inclusive education training influences teacher efficacy in Bida. It will assess the training’s content, delivery methods, and the extent to which teachers apply acquired skills in real classroom settings. Furthermore, the research aims to identify the specific barriers that hinder the translation of training into practice, thereby providing a basis for developing improved professional development strategies (Obi, 2024).
Objectives of the Study
• To evaluate the effectiveness of inclusive education training on teacher efficacy.
• To identify challenges teachers face when implementing inclusive strategies.
• To recommend improvements for professional development programs.
Research Questions
• How effective is inclusive education training in enhancing teacher efficacy in Bida?
• What challenges do teachers encounter in applying inclusive education strategies?
• What modifications to training programs could further improve teacher performance?
Research Hypotheses
• H₁: Inclusive education training significantly improves teacher efficacy.
• H₂: Lack of ongoing support negatively impacts the implementation of inclusive strategies.
• H₃: Enhanced training methods are associated with greater teacher confidence and student engagement.
Significance of the Study
This study contributes valuable insights into the impact of professional development on inclusive teaching practices. Its findings will help refine training programs, ensuring that teachers in Bida are better equipped to support all learners, ultimately fostering an inclusive and effective educational environment (Okeke, 2023).
Scope and Limitations of the Study
This study is limited to the analysis of inclusive education training and its effect on teacher efficacy in Bida LGA, Niger State, and does not extend to other regions or educational levels.
Definitions of Terms
• Inclusive Education: An approach that integrates all learners, regardless of their abilities, into mainstream classrooms.
• Teacher Efficacy: The belief in one’s ability to successfully teach and manage classroom challenges.
• Professional Development: Training and education provided to teachers to enhance their instructional skills.
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