Improving Efficacy of Elementary Education Teachers in Teaching Students with Learning Disabilities in Southwestern Nigeria

Abstract

This study investigated the impact of teacher training on the efficacy of elementary school teachers in Southwestern Nigeria teaching students with learning disabilities. The study employed a mixed-methods design, including a structured questionnaire and interviews, to gather both quantitative and qualitative data. Fifty teachers were trained on the introduction to learning disabilities, and their efficacy for teaching students with disabilities was measured before and after the training using the Teaching Students with Disabilities Efficacy Scale. The Teaching Students with Disabilities Efficacy Scale (TSDES) is a validated self-report questionnaire developed by Dawson and Scott (2013). The TSDES comprises 20 items across five subscales: Instruction, Teacher Professionalism, Teacher Support, Classroom or Behaviour Management, and Related Duties, with participants responding on a 5-point Likert scale. The results showed an increase in the efficacy of teachers for teaching students with learning disabilities after the training, as demonstrated by the post-test scores compared to the pre-test scores. Qualitative findings revealed significant challenges faced by teachers in meeting the diverse needs of students with learning disabilities, including feelings of overwhelm and a lack of resources. However, their participation in the training program led to increased teacher confidence, implementation of new strategies, and a recognition of the importance of ongoing professional development. This study highlights the need for continued teacher training and support to improve the efficacy of teachers in educating students with learning disabilities, and the importance of fostering a supportive and inclusive learning environment. The findings of this study have implications for policymakers, teacher educators, and school administrators in Southwestern Nigeria.