Pre-service teachers’ development of self-efficacy for teaching in inclusive early childhood classrooms

Abstract

This study explores the development of self-efficacy in pre-service teachers enrolled in an Early Childhood Education (ECE) program, focusing on factors that influence their confidence in working in inclusive early childhood classrooms. Bandura (1997) defines self-efficacy as an individual’s belief in their ability to organize and execute actions to achieve specific goals. In education, teacher self-efficacy is a key predictor of success, particularly in navigating the complexities of inclusive education. Using a single-case study approach, this research integrates surveys, interviews, artifacts, and a research journal to explore how pre-service teachers perceive their readiness to work in inclusive environments. Findings reveal five key professional self-efficacy-forming experiences: mentor teachers, field experiences, coursework, university staff, and a sense of accomplishment, each aligning with Bandura’s four sources of self-efficacy. Additionally, five personal experiences were identified as influential: close encounters with individuals with disabilities, leadership experiences, challenging life experiences, age, and mental health. These professional and personal experiences collectively shape pre-service teachers’ self-efficacy and confidence in inclusive education. The study highlights the need for structured support, intentional mentorship, and opportunities for reflection to cultivate self-efficacious early childhood educators.