Teaching All, Reaching All: Pre-service Teachers’ Efficacy in Managing Diverse Classrooms

Abstract

In the context of inclusive education, this study examines pre-service teachers’ efficacy in addressing diverse learning needs and explores the key factors influencing their ability to manage inclusive classrooms effectively. A mixed-methods research design was employed to achieve the stated objectives. Data were collected from 165 pre-service teachers using the Teacher Efficacy for Inclusive Practices (TEIP) scale and open-ended questions.

The findings reveal no significant gender differences in overall teaching efficacy; however, male participants demonstrated marginally higher efficacy in classroom management and collaborative practices. The study also identifies several constraints affecting pre-service teachers’ preparedness, including limited practical exposure, inadequate resources, inaccessible infrastructure, and insufficient support from key stakeholders. These challenges hinder their ability to manage diverse classroom needs and behaviours effectively.

The findings underscore the need for comprehensive teacher education programmes that integrate strong theoretical foundations with meaningful practical experiences, particularly in the areas of adaptive instructional strategies and inclusive classroom management. This study contributes to the broader discourse on teacher preparation by highlighting how enhanced self-efficacy can facilitate the creation of equitable learning environments that accommodate learner diversity. It further emphasises the importance of sustained professional development to bridge persistent gaps in the implementation of inclusive practices.