Self-efficacy of physical education teachers in including students with cerebral palsy in their classes

Children with cerebral palsy (CP) are often mainstreamed into the general education system, but are likely to be excluded from physical education (PE) classes. A questionnaire was constructed and utilized to measure PE teachers’ self-efficacy (SE) toward inclusion of students with CP in each of three mobility categories (independent, using assistive devices, using wheelchair mobility) and the impact of experience and training on teachers’ SE. Participants in the study were 121 PE teachers from different parts of Israel (mean age: 41.02 ± 9.33 years; range: 25.00–59.00 years). Exploratory factor analysis was used to determine the structure of the sub-scales’ factors’ structure and Cronbach's Alpha reliability was satisfactory (range 0.872–0.941). Independent t-tests were calculated in order to compare the SE of teachers with and without adapted PE experience. Repeated Analysis of Variance was performed to measure within-group differences in SE. Results revealed that the PE teachers’ SE in teaching students who use mobility assistive devices or wheelchairs was significantly lower compared to teaching those who walk and run unaided (F = 19.11; p < 0.001). The teachers’ SE towards including CP children who independently ambulate was influenced (p < 0.05; d = 0.94) by the teacher's experience (elementary school practicum). SE in the mobility with assistive device group was also significantly influenced (p < 0.05; d = 0.1) by teaching experience (previous experience and having a specialization in adapted PE). Finally, SE when teaching the wheelchair mobility group was influenced by having an adapted PE specialization (p < 0.05; d = 0.82).