Knowledge, Attitude and Self-efficacy among College Teacher Educators’ on the Practice of Inclusive Education in Southern Ethiopia

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This study was intended to investigate the level of Knowledge, Attitude and Self efficacy among College Teacher Educators’ on the Practice of Inclusive Education in the College of Teacher Education in South Nations Nationality and Peoples Regional (SNNPR) State. The design of this study was sequential explanatory mixed method. Stratified proportional random sampling was used to select participants from five colleges in different parts of SNNPR. Questionnaire and interview were used to collect data from participants of the study. There were 302 teacher educators form five colleges completed the questionnaire that includes Inclusive Education Practice Scale, Knowledge of Teacher Educators, Teacher Educators Attitudes and the Teacher Educators Self-efficacy. Interviews were employed with 6 teacher educators and 2 trainees with disabilities. Analysis of the data was done using descriptive statistics, Pearson Product-Moment Correlation and Multiple Linear Regression analysis with the help of SPSS-23. Qualitative data was analyzed thematically. The results reported that the practice of inclusive education in teacher education colleges is at good beginning levels. There were different opportunities in the colleges that show bright futurity to the effective implementation of inclusive education practice. However, there were also different challenges which restricted the practice of inclusive education. There were also statistically significant positive relationship between teacher educators’ knowledge and attitude, knowledge and self-efficacy; and teacher educators’ attitude and self-efficacy. In addition, teacher educators’ knowledge, self-efficacy and attitude had significant predictors of the practice of inclusive education. Conclusions and recommendation are presented