Readiness and Self-Efficacy of Pre-Service Teachers to Teach Learners with Special Educational needs

Abstract

This study examines Readiness and Self-efficacy of Pre-service Teachers (PST) to teach Learners with Special Educational Needs (SEN). The study used the Convergent mixed methods design. Semi-structured interview and questionnaire were the data collection instruments. Eighty-two PST who have gone through practicum in special education from the Department of Basic Education, at the University of Cape Coast were purposively selected to participate in the study. Ten of the PSTs were conveniently interviewed. Mean and Standard Deviations, Pearson Correlation coefficient, and independent t-test were used to analyse the quantitative data. While the qualitative data was analysed thematically. The study found that PSTs have high readiness levels and high self-efficacy levels in teaching children with SEN. Furthermore, there was a strong significant relationship between pre-service teachers‘ readiness levels and their self-efficacy levels to teach children with SEN. Additionally, the study revealed that there was no statistically significant gender difference in pre-service teachers‘ self-efficacy levels in teaching children with SEN. It was therefore recommended that the Ministry of Education (MoE), and Ghana Education Service (GES) should ensure that all PSTs are made to go through practicum in special education, and the government should ensure that all necessary teaching and learning materials needed to prepare PSTs for the teaching of children with SEN are made available. Furthermore, both genders should be encouraged to enrol to be prepared to teach learners with SEN