World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue X (October 2026), pp.332-333
MARIA LOURDES A. UGALE, PhD
Master of Arts in Education, Major in Special Education
University of Perpetual Help System DALTA
Teachers’ confidence in their ability to teach diverse learners may be an important contributor to inclusive practice. Educators who believe they can plan instruction, manage classroom needs, and collaborate with others may be more prepared to persist with strategies that promote learner participation. However, inclusive teaching also takes place within school environments shaped by resources, professional learning, leadership, and opportunities to collaborate.
Ugale’s completed study examined the relationship between teacher self-efficacy and inclusive practices, alongside the predictive contribution of demographic and professional variables. The findings are useful for distinguishing variables that showed a statistically supported relationship from those that did not significantly predict outcomes in the study’s regression models.
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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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