Impact of Inclusive Education Experiences on Satisfaction, Persistence and Academic Performance of Teacher-trainees With Sensory Impairment: the Moderating Role of Self-efficacy

Abstract

The study assessed the impact of inclusive education experiences on satisfaction, persistence and academic performance of teacher-trainees with sensory impairment and the moderating role of self-efficacy. Data was collected in three Colleges of Education (CoEs) in Ghana. All the Teacher-Trainees with Sensory Impairment (TTSI) (66) in the CoEs participated in the study. The study was based on pragmatist philosophy. It utilised the convergent parallel mixed-methods approach. Data was collected using questionnaires and a focus group discussion guide. Descriptive statistics, independent samples t-tests, Pearson product-moment correlation coefficients, and Hayes PROCESS-Macro were used for quantitative data analysis. Using Braun and Clarke's (2019) reflexive thematic method to qualitative data, qualitative extracts were analysed. TTSI were reported to be satisfied with their schools in the study. A major moderator of the connection between inclusive education experience and TTSI persistence was self-efficacy, but not the relationship between inclusive education experience and TTSI satisfaction. Among the recommendations were that College authorities work in tandem with the MoE to provide comfortable campus environments for TTSI. Learning materials printed in readable and or audio form for TTSI should be available and delivered on time to facilitate academic work. Finally, College staffs are to develop the self-efficacy of TTSI to help them persist and progress in their academic life successfully.