Impact of Demographic Variables and School Support on Teacher Efficacy in Inclusive Classrooms in Bangladesh

By Masud Ahmmed, Umesh Sharma and Joanne M. Deppeler.

Published by The International Journal of Diversity in Education

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Inclusive education reform strategy is currently a hot topic on the educational discourse agenda, worldwide. Successful implementation of effective inclusive education depends on many factors, of which teacher efficacy is one of the most significant. This study was undertaken in Bangladesh with data gathered from 708 primary school teachers to identify variables that influence the efficacy of inclusive teaching in classrooms. The variables found to be significant predictors of such efficacy were: teachers’ acquaintance with a person with a disability outside the classroom; contact with a student with a disability in the classroom; past success in teaching a student with a disability; and, perceived school support. This paper discusses the results of this study, identifying key implications and areas for further research.

Keywords: Inclusive Education, Teacher Efficacy, Demographic Variables, School Support, Primary Teachers, Bangladesh

The International Journal of Diversity in Education, Volume 12, Issue 2, pp.1-14. Article: Print (Spiral Bound). Article: Electronic (PDF File; 822.295KB).

Masud Ahmmed

Ph.D Research Student, Faculty of Education, Monash University, Melbourne, Australia

Masud Ahmmed is a Ph.D. researcher in the Faculty of Education, Monash University, Australia. His current area of research is the predictors of teachers’ intentions to include students with disabilities in regular classrooms in Bangladesh. This project is supervised by A/Professor Joanne Deppeler and Dr. Umesh Sharma of the Faculty of Education, Monash University. He obtained BA (Hons) and MA in English from Dhaka University, Bangladesh and M. A. in Special Education Needs from Roehampton University, U.K., Fontys University, the Netherlands, and Charles University, Czech Republic, under the European Union Erasmus Mundus scholarship programme. He is the author of a number of research articles and books.

Dr. Umesh Sharma

Senior Lecturer, Faculty of Education, Monash University, Australia

Dr. Umesh Sharma is a Senior Lecturer and co-ordinator of Special Education Programmes in the Faculty of Education, Monash University, Australia. His areas of research interest include scale development, attitude and efficacy measurement, inclusive and teacher education and positive behaviour support. Dr. Sharma is involved in numerous projects (in countries like Bangladesh, India, Hong Kong, Singapore, China, UK, Canada, USA, South Africa, Fiji, the Solomon Islands, Brunei and Brazil) related to inclusive and special education.

Assoc. Prof. Joanne M. Deppeler

Associate Dean, Research Degrees, Faculty of Education, Monash University, Australia

Dr. Joanne Deppeler is Associate Professor and Associate Dean of Research Degrees, Faculty of Education, Monash University, Australia. She was investigator of several international research projects focused on inclusive education in primary and secondary schools including an ARC-Linkage project. Her major research interests focus on the improvement of inclusive practices in schools and the professional learning of psychologists and teachers to support school improvement. She has published extensively in the area of inclusive education. Her publications include numerous journal articles, book chapters and authored books. She is chair of the International Inclusive Education Research Panel, and a member of the editorial board of International Journal of Inclusive Education and the International Journal of Whole Schooling.