Inclusive Education: The Self-Efficacy of Preschool Teachers
This research is done to identify the self-efficacy of Preschool Teachers on the implementation of Inclusive Education. This quantitative research is using the method of survey that involves 100 Preschool Teachers in Sabah West Coast Zone. The research variables were tested by using the descriptive statistic and inference using SPSS software (Statistical Package for School Science version 25.0). Based on the descriptive analysis, the findings showed the overall self-efficacy Preschool Teachers was at high level (M=3.7367, SD=.5938), while teaching dimension (M=3.6638, SD=.6168) is at the highest level followed by cooperation (M=3.7417, SD=.6579) as well as behavior management (M=3.3383, SD=.6562). The t-Test and ANOVA showed there was no significant difference on self- efficacy Preschool Teachers on the implementation of Inclusive Education based on sex and years of teaching experience. Therefore, the continuous professionalism enhancement based on teaching experience shall be empowered to help increasing the self-efficacy of Preschool Teachers in handling Special Needs Children.