Lighting the Torch of Confidence: Exploring Self-Efficacy and Teaching Performance in Inclusive Education

Inclusive education requires general education teachers to effectively teach learners with special needs; however, challenges associated with preparedness, instructional adaptation, and classroom management often influence teaching performance. This study explored the sources of self-efficacy and the perceived teaching performance of general education teachers in inclusive classrooms. Guided by Self-Efficacy Theory, the study employed a qualitative descriptive research design to obtain comprehensive accounts of teachers’ experiences and perceptions. Ten elementary general education teachers from public schools with at least five years of experience teaching learners with special needs were selected through purposive sampling. Data were collected through semi-structured in-depth interviews and analyzed using thematic analysis. Findings revealed that teachers perceived their self-efficacy as primarily derived from professional training, learner progress, supportive environments, and personal values. These sources were further strengthened by persistence and adaptability in addressing the diverse needs of learners. Participants also described their teaching performance as a dynamic integration of multiple professional roles, including planner, instructional deliverer, motivator, classroom manager, and reflective practitioner. Teachers emphasized the importance of differentiated instruction, continuous assessment, learner-centered strategies, and reflective practice in promoting meaningful participation and learning outcomes for children with special needs. The study concludes that self-efficacy and teaching performance are closely interconnected in inclusive education. Strong self-efficacy enables teachers to adapt to challenges, sustain commitment, and implement inclusive practices effectively. The findings underscore the need for sustained professional development, institutional support, and evidence-based policies that strengthen teachers’ confidence and capacity to deliver quality inclusive education. Future studies may examine the predictive and mediating relationships among self-efficacy, persistence, adaptability, and teaching performance using quantitative approaches.