Factors affecting teachers' practices of inclusive instructional strategies in teaching students with visual impairments in schools of Addis Ababa, Ethiopia

• Main Authors: Ermias Kibreab Tesfaye (Author), Belay Hagos Hailu (Author)
• Format: Book
• Published: College of education, Bahir Dar University, 2024-09-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.4314/10.4314/bdje.v24i3.4; 1816-336X; 2415-0452
• Keywords: Visual Impairment; Knowledge; Self-efficacy; Attitude; Practice; Inclusive Education; Education; L
• Source: Bahir Dar Journal of Education, Vol 24, Iss 3 (2024)

This study aimed to investigate factors affecting teachers' practice of inclusive instructional strategies in teaching students with visual impairments (SVI) in regular schools of Addis Ababa. The study employed a quantitative methodology, with cross-sectional survey design. Data was gathered, using a survey questionnaire, from 421 teachers from 19 primary and 15 secondary schools. A hierarchical multiple linear regression analysis was used to examine the influence of knowledge, self-efficacy & attitudes on the practice of inclusive instruction strategies in teaching SVI in regular schools. The outcomes indicated that teachers had the required knowledge about inclusive instruction strategies. Conversely, a moderate level of teachers' self-efficacy (M=3.00, SD=1.01) in teaching SVI and favorable attitudes towards inclusion of SVI (M=3.92, SD=0.64) were found in this study. Similarly, this study demonstrated a moderate level of teachers' practice of inclusive instruction strategies in teaching SVI (M=2.69 out of 4, SD=0.83). Teachers' self-efficacy and attitude were found to be significant predictors of practice, while knowledge was not a significant predictor. Self-efficacy accounted for 25.5% of the variance in practice, which was the most significant predictor of practice. All the independent variables together explained 31.4% of the variance in practice. Conclusion and possible implications for practice were indicated.