Lecturers’ Self-Efficacy Dimensions as Predictors of Colleges of Education Effectiveness in Preparing Teachers for Inclusive Education in North-Central Nigeria

Abstract

Inclusive education has become a global priority, placing increasing demands on teacher education institutions to produce graduates capable of addressing learner diversity. In Nigeria, Colleges of Education play a pivotal role in preparing teachers for inclusive basic education; however, concerns persist regarding their effectiveness in fulfilling this mandate. This study examined lecturers’ self-efficacy dimensions as predictors of the effectiveness of Colleges of Education in preparing teachers for inclusive education in North-Central Nigeria. A descriptive survey design was adopted. The population comprised 2,347 lecturers from public Colleges of Education across six states and the Federal Capital Territory. Using stratified and simple random sampling techniques, a sample of 467 lecturers was selected. Data were collected using the Lecturers’ Self-Efficacy Indicators Questionnaire (α = .818) and the Colleges of Education Effectiveness Questionnaire (α = .890). Descriptive statistics and multiple regression analysis were employed at the .05 level of significance. Findings revealed that lecturers’ self-efficacy and institutional effectiveness were both at moderate levels. Regression results indicated that instructional self-efficacy and decision-making efficacy jointly explained 83.2% of the variance in college effectiveness (R² = .832). Instructional self-efficacy emerged as a strong positive predictor, while decision-making efficacy showed a weak but statistically significant negative influence. The study concludes that enhancing lecturers’ instructional confidence through continuous professional development and supportive institutional structures is critical for improving the effectiveness of Colleges of Education in preparing teachers for inclusive education. Policy implications for participatory governance and quality assurance are discussed.