NAVIGATING SELF-EFFICACY: CHALLENGES IN ADAPTING INCLUSIVE LEARNING FOR MADRASAH IBTIDAIYAH TEACHERS
DOI:
https://doi.org/10.24252/auladuna.v13i1a1.2026Keywords:
Self-Efficacy, Inclusive Learning, Learning Adaptation, Inclusive EducationAbstract
This study was motivated by the challenges faced by Madrasah Ibtidaiyah (MI) teachers in adapting to inclusive learning, particularly related to self-efficacy. It aimed to analyze how teachers navigate their self-efficacy in responding to the complexity of inclusive classrooms. A qualitative approach with an intrinsic case study design was employed, utilizing in-depth interviews, participatory observation, and documentation. The findings indicated that teacher self-efficacy developed dynamically across cognitive, affective, and regulatory dimensions. Initially, teachers experienced doubt and emotional pressure; however, through practical experience, reflection, and social support, their self-efficacy was strengthened, as reflected in their ability to implement differentiated and contextual learning strategies. Thus, self-efficacy constitutes an adaptive process that plays a strategic role in the successful implementation of inclusive learning. The study implies the importance of strengthening teacher self-efficacy through reflective training and sustained institutional support.
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References
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Braun, V., & Clarke, V. (2021). One Size Fits All? What Counts as Quality Practice in (Reflexive) Thematic Analysis?. Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
Entegro, E. A. E. (2022). Impact of Virtual Training on the Filipino Secondary School Teachers’ Sense of Efficacy in Student Engagement, Instructional Strategies, and Classroom Management. Open Journal of Social Sciences, 10(3), 110–126. https://doi.org/10.4236/jss.2022.103008
Fairbrother, M., Specht, J., Delorey, J., Whitley, J., Ismailos, L., & Villella, M. (2025). Integrating Practice and Theory in Teacher Education: Enhancing Pre-Service Self-Efficacy for Inclusive Education. Education Sciences, 15(4), 1–17. https://doi.org/1 0.3390/educsci15040497
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Copyright (c) 2026 Yuliani Setiti, Sauqi Futaqi, Moh. Vito Miftahul Munif
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