Abstract

TSEEKE, Mahlape. Teachers' perceived self-efficacy in responding to the needs of learners with visual impairment in Lesotho. S. Afr. j. educ. [online]. 2021, vol.41, suppl.2, pp.1-12. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v41ns2a1920.

In the study reported on here I explored teachers' perceived self-efficacy in responding to the needs of learners with visual impairment in mainstream secondary schools. A descriptive qualitative case study was used as a strategy of inquiry to source data from 6 teachers who taught in inclusive classrooms in mainstream schools. Data were collected through face-to-face interviews and classroom observations. The findings reveal that while extensive experience teaching learners with visual impairment in inclusive settings influenced feelings of high self-efficacy on the participating teachers, low levels of self-efficacy, which were credited to a lack of knowledge, resources, training and support were also greatly experienced. Improving teacher self-efficacy is, therefore, essential and it requires greater investment if successful inclusive education for learners with visual impairment is to be achieved.

Keywords : inclusive education; Lesotho; mainstream; secondary school; self-efficacy; visual impairment.

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