World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue X (October 2026), pp.336-337
MARIA LOURDES A. UGALE, PhD
Master of Arts in Education, Major in Special Education
University of Perpetual Help System DALTA
Introduction
Inclusive education requires teachers to respond to differences in learners’ abilities, language backgrounds, readiness, and support needs. Beyond access to the classroom, inclusion depends on whether teachers can plan accessible lessons, manage diverse learning environments, and collaborate with families and other professionals. Teacher self-efficacy—the belief that one can organize and carry out the actions required for teaching—is therefore an important dimension of inclusive instruction. Bandura’s Social Cognitive Theory explains that beliefs about personal capability can influence behavior, persistence, and performance.
The completed study, “Determining the Synergy Between Teacher Self-Efficacy and Professional Experience in Inclusive Instruction,” examined certified teachers in Baltimore City Public Schools. One component assessed self-efficacy across instructional planning, classroom management, and collaboration. The results provide a basis for identifying existing strengths and areas where professional learning can further support inclusive teaching.
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
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