Influence of self-efficacy and job tenure on lower basic school teachers' attitude towards inclusive education in Region One, The Gambia

Abstract

The purpose of this study was to examine the influence of self-efficacy and job tenure on the attitude of Lower Basic School Teachers toward inclusive education in Region One, The Gambia. Descriptive design was used in the study. Two hundred (200) participants constituted the study’s sample. Both independent and dependent variables were measured using validated instruments, with an alpha of 0.84. The data obtained were analyzed using Pearson Product-Moment Correlation (PPMC) and the t-test method. Two research questions were raised, and two hypotheses were formulated and tested at a 0.05 level of significance.

The results showed that 53.5% of the teachers had been in service for more than 10 years, while 46.5% had 10 years or less of teaching experience. This shows a balanced distribution, with a slightly higher percentage of experienced teachers in the sample. The results indicated that teachers reported a moderate level of self-efficacy, with a mean score of 2.88 (SD = 0.55) on a 4-point Likert scale. The analysis shows a significant positive correlation between self-efficacy and attitude scores, r (198) = .21, p = .004. This shows that teachers with higher self-efficacy tend to have more positive attitudes toward inclusive education.

Based on these findings, the study recommended that the Ministry of Basic & Secondary Education (MoBSE) should organize regular, targeted training and workshops on inclusive education. This aligns with educational policies. These programs should focus on improving teachers’ self-efficacy through practical strategies, classroom management in inclusive settings, and differentiated instruction methods. The Education Sector Policy of The Gambia (2016–2030), along with MoBSE’s related initiatives, emphasizes the importance of ensuring that basic education is inclusive, equitable, and accessible to all learners. It specifically highlights the integration of children with special educational needs into regular schools. Complementing this, the Persons with Disabilities Act and earlier frameworks on Special Needs establish the legal and strategic foundation for advancing inclusion and safeguarding learners’ rights, influencing successful implementation.