Teachers’ Self-Efficacy and Attitudes Toward Inclusive Education on Psychological Well-Being in Inclusive Classrooms

Abstract

Low levels of psychological well- being among teachers in inclusive classrooms are concerning. The influence of teachers’ self- efficacy and attitudes toward inclusive education on the psychological well- being of teachers handling learners with disabilities was examined. Predictive–correlation research design, total enumeration, and regression analysis were methods used. The results based on 220 samples revealed that the determinants significantly influence psychological well- being, partially supporting Bandura’s Social Cognitive Theory. Future studies may explore additional variables to explain the remaining unexplained variance in psychological well- being, while educational leaders enhance self- efficacy development programs and attitudinal interventions to strengthen teacher resilience and readiness in inclusive