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Teachers' Self-Efficacy and Learning Engagement Practices in Inclusive Classroom at the Elementary Level

Anirudha Jena*, Sarat Kumar Rout**

* Department of Education, University of Delhi, Delhi, India.

** Department of Education, Ravenshaw University, Cuttack, India.

Periodicity:October - December'2025

Abstract

This study examines the impact of teachers' self-efficacy on their learning engagement practices in inclusive classrooms, particularly at the elementary level in Khordha district of Odisha. Specifically, it examines differences in engagement practices based on teachers' gender, teaching experience, and educational qualifications, and examines the relationship between teacher self-efficacy and learning engagement. Using a causal-comparative research design, a sample of 140 elementary teachers was selected through a disproportionate stratified random sampling method. The investigator adapted two standardized tools for assessing self-efficacy and learning engagement practices in the inclusive classroom. The study employed statistical analysis techniques, including independent t-tests, one-way ANOVA, and Pearson correlation. Results of present study found no significant differences in learning engagement practices across gender (t with df (138) = -.658, p-value .512 (p > .05)), teaching experience (F= .914, p-value = .574 (p > .05)), and educational qualification (F= 1.210, p-value = .256 (p > .05)). However, the Investigator found a significant positive correlation between teachers' self-efficacy and their learning engagement practices. The value of a correlation coefficient is .230 with p value=0.006 (p< 0.01), found between teachers' self-efficacy and their learning engagement. The findings suggest the need for educational stakeholders to focus on enhancing teachers' self-efficacy through continuous professional development, mentorship, and supportive school environments. By empowering teachers to feel confident and competent, the quality of inclusive education can be significantly strengthened.

Keywords

Teachers' Self-Efficacy, Learning Engagement, Inclusive Classroom, Elementary Level.

How to Cite this Article?

Jena, A., and Rout, S. K. (2025). Teachers' Self-Efficacy and Learning Engagement Practices in Inclusive Classroom at the Elementary Level. i-manager’s Journal on Educational Psychology, 19(2), 14-21.

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Teachers' Self-Efficacy and Learning Engagement Practices in Inclusive Classroom at the Elementary Level

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