Vol. 16 No. 2 (2025)
Studies

Self-Efficacy in Inclusive Education Among Teachers Participating in the Program: "Educational Projects for an Inclusive School"

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Csanád Albert-Lőrincz
Associate Professor at Partium Christian University of Oradea, Faculty of Economics and Social Sciences
Elena Maria Erdeli
PhD student, Faculty of Psychology and Educational Science, Babeș-Bolyai University of Cluj-Napoca
Felicia Alina Roman
professor, Faculty of Educational Sciences, Phsychology and Social Work, Aurel Vlaicu University of Arad and Faculty of Psychology and Educational Sciences, Babeş-Bolyai University of Cluj-Napoca
DOI: https://doi.org/10.61177/HISZ.2025.16.2.2

Published 15-12-2025

Keywords

  • education,
  • school integration,
  • social integration,
  • children with SEN,
  • educational project,
  • professional skills for inclusive education,
  • self-efficacy

Copyright (c) 2025 Csanád Albert-Lőrincz, Elena Maria Erdeli, Felicia Alina Roman

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Inclusive education is a broad process that involves transforming the educational system to meet the needs of all students, not just those with disabilities. It is an educational approach that values diversity and equity, grounded in children's rights and the social imperatives of participation and non-discrimination. Inclusive education relies not only on systemic reforms but also on teachers' self-efficacy, which influences their ability and willingness to apply inclusive practices and manage diverse classrooms.

This research aims to analyze the impact of the training program "Educational Projects for an Inclusive School" on teachers’ self-efficacy in working with students with special educational needs (SEN). The program, conducted in Bihor County, Romania, between October 19, 2024, and January 15, 2025, aimed to develop the professional skills necessary for initiating and implementing inclusive educational projects. The findings show that training significantly enhanced teachers' self-efficacy, particularly in classroom management, student motivation, and applying diverse teaching strategies. These results highlight the importance of training programs in strengthening professional competencies for inclusive education.

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