Teacher Capacity and Self Efficacy in Assessing Academic Achievement of Learners with Disabilities in Inclusive Classrooms

Abstract

Low levels of academic achievement among learners in inclusive classrooms remain a pressing concern. The influence of teacher capacity and teacher self‑efficacy on the academic achievement of learners was examined in this study. A predictive–correlational research design, total enumeration, and regression analysis were employed to determine the relationships and influences of the variables. The results based on 230 samples revealed that both teacher capacity and teacher self‑efficacy significantly influence academic achievement, with self‑efficacy showing a slightly stronger effect. Their combined influence explained 59 percent of the variance in achievement, partially supporting Bandura’s Social Cognitive Theory and Vygotsky’s Sociocultural Theory. Future studies may explore additional variables to account for the remaining unexplained variance, while educational leaders are encouraged to strengthen professional development programs and confidence‑building interventions to enhance teacher effectiveness and learner success in inclusive education.