Levels of self-efficacy in physical education teachers for the inclusion of students with disability

Abstract

Physical education teachers play a key role in creating school environments that encourage the participation of students with disabilities. The article aims to reveal the analysis of the levels of perceived self-efficacy among physical education teachers in relation to the inclusion of students with disability. It was developed using a quantitative approach, with a non-experimental design and descriptive scope, applied to a purposive sample of 15 teachers. The information was collected using the Self-efficacy Scale for Physical Education Teacher Education Majors towards Children with Disabilities, an instrument that assesses teacher self-efficacy in relation to the inclusion of students with intellectual, physical, and visual disabilities. The data were processed using descriptive statistics through IBM SPSS Statistics software. The results show moderate and high levels of perceived self-efficacy on all three scales, especially in tasks associated with adapting activities, modifying rules, mediating between peers, and ensuring safety during class. These findings allow us to interpret self-efficacy as a guiding principle for pedagogical decision-making related to inclusion in physical education classes, in a context where professional practice is strained by training trajectories and institutional conditions. The article provides evidence that contributes to the discussion on the role of initial teacher training in building inclusive practices, recognizing that, despite the progress observed, gaps remain that need to be addressed from a training perspective.