Examining the Relationship Between Class Size and the Self-Efficacy of SPED Teachers in Implementing Inclusive Practices

This study examined the relationship between class size and Special Education (SPED) teachers' self-efficacy in implementing inclusive practices. It aimed to determine whether the number of students SPED teachers handle affects their confidence in inclusive instruction, collaboration, and behavior management. The study was anchored on Bandura’s Social Cognitive Theory, Sweller’s Cognitive Load Theory, and Bronfenbrenner’s Ecological Systems Theory, which collectively explain how personal, cognitive, and environmental factors shape teacher efficacy in inclusive settings. A quantitative descriptive-correlational design was employed, involving 32 SPED teachers from Cebu Technological University – Main Campus during the Academic Year 2025–2026. Data were gathered using the Teacher Efficacy for Inclusive Practices (TEIP) Scale developed by Sharma et al. (2012) and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson’s r) to determine relationships among variables. Findings revealed that SPED teachers demonstrated a high level of self-efficacy across all domains, particularly in collaboration and behavior management. However, results showed no significant relationship between class size and teachers’ self-efficacy, suggesting that teacher confidence remains strong despite variations in class size. This indicates that other factors, such as training, experience, and institutional support, may play a more critical role in shaping teacher efficacy. The study recommends strengthening professional development programs, mentoring systems, and resource support to sustain high teacher efficacy and enhance the quality of inclusive education.