Attitudes toward disability as a predictor of teacher self-efficacy in Ecuadorian higher education
DOI:
https://doi.org/10.70577/asce.v5i3.1034Keywords:
Attitude; Self-efficacy; Persons with disabilities; Higher education.Abstract
The objective was to examine the relationship between attitudes toward disability and teacher self-efficacy for inclusion in a sample of 120 faculty members from three universities in the coastal region of Ecuador. A quantitative, non-experimental, cross-sectional, correlational-predictive design was employed. Participants completed the Spanish version of the Attitudes toward Persons with Disabilities Scale (EAPD-25) and the Teacher Efficacy for Inclusive Practice scale. Data were analyzed using Spearman correlations, linear regression with BCa bootstrap confidence intervals, and non-parametric group comparison tests. The results showed a positive and statistically significant relationship between attitudes toward disability and teacher self-efficacy (ρ = .589, p < .001). Attitudes also explained 41.9% of the variance in teacher self-efficacy (R² = .419). No significant differences were found according to sex, age, or teaching experience. However, training in inclusive education was associated with higher levels of self-efficacy, while faculty members with temporary contracts reported higher scores on both variables. The findings suggested that inclusive higher education should be addressed not only through institutional policies and the availability of resources, but also through faculty attitudes, beliefs, and perceptions of competence.
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