Knowledge Attitude And Self-efficacy Among College Teacher Educators On The Practice Of Inclusive Education In Southern Ethiopia

This study was intended to investigate the level of Knowledge, Attitude and Self efficacy among College Teacher Educators’ on the Practice of Inclusive Education in the rnCollege of Teacher Education in South Nations Nationality and Peoples Regional (SNNPR) rnState. The design of this study was sequential explanatory mixed method. Stratified rnproportional random sampling was used to select participants from five colleges in different rnparts of SNNPR. Questionnaire and interview were used to collect data from participants of rnthe study. There were 302 teacher educators form five colleges completed the questionnaire rnthat includes Inclusive Education Practice Scale, Knowledge of Teacher Educators, Teacher rnEducators Attitudes and the Teacher Educators Self-efficacy. Interviews were employed with rn6 teacher educators and 2 trainees with disabilities. Analysis of the data was done using rndescriptive statistics, Pearson Product-Moment Correlation and Multiple Linear Regression rnanalysis with the help of SPSS-23. Qualitative data was analyzed thematically. The results rnreported that the practice of inclusive education in teacher education colleges is at good rnbeginning levels. There were different opportunities in the colleges that show bright futurity rnto the effective implementation of inclusive education practice. However, there were also rndifferent challenges which restricted the practice of inclusive education. There were also rnstatistically significant positive relationship between teacher educators’ knowledge and rnattitude, knowledge and self-efficacy; and teacher educators’ attitude and self-efficacy. In rnaddition, teacher educators’ knowledge, self-efficacy and attitude had significant predictors rnof the practice of inclusive education. Conclusions and recommendation are presented

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