Challenges Teachers Experience in Inclusive Schools in Ghana as Clairvoyants for their Self-Efficacy

Abstract

Researchers in this study set out to gain a better understanding of the challenges teachers experience in inclusive schools in Ghana as a clairvoyant for their self-efficacy. Descriptive research methods were employed for this survey investigation. Using systematic, proportional cluster, and purposeful sampling, a sample of 390 educators was drawn from a pool of 3,090 across 182 classrooms. Responses were collected from respondents using a questionnaire. Three research questions were addressed in the study. Quantitative data was analysed using standard statistical methods such as means, standard deviations, and Pearson's product moment correlation coefficient. The study found that educators have difficulties when working in inclusive classrooms. Once again, teachers in Ghana showed poor levels of self-efficacy when working in inclusive classrooms. The research shows that teachers' levels of self-efficacy are inversely related to the difficulties they confront in inclusive classrooms. Therefore, it is suggested that educational institutes whose mission involves training educators incorporate into their curricula opportunities for teachers to increase their confidence in their own abilities. In schools where all students are welcome, counsellors are tasked with connecting teachers to available resources (e.g., Governmental and Non-governmental agencies, social workers, and crisis intervention teams).