Teachers’ Self-Efficacy and Inclusive Educational Practices in Kenya

Abstract

This paper presents a systematic literature review assessing the role of self-efficacy among teachers in inclusive education in Kenya. While access to inclusive education is growing globally and nationally, successful implementation remains inconsistent, particularly in contexts with limited institutional and professional support. This review critically synthesizes peer-reviewed theoretical and empirical studies published between 2020 and 2025, sourced from Google Scholar and PubMed. Grounded in Bandura’s Social Cognitive Theory, Bronfenbrenner’s Ecological Systems Theory, and Vygotsky’s Sociocultural Theory, it examines how teacher self-efficacy relates to teaching experience, classroom management, and institutional environments as determinants of inclusive instructional behavior. Findings reveal a strong connection between self-efficacy and the adoption of inclusive instructional strategies such as differentiated teaching and adaptive classroom management. However, experience alone proved insufficient without ongoing professional development and institutional support. The review also highlights systemic challenges in Kenya, including inadequate training, resource limitations, and a gap between policy and practice factors that undermine teacher confidence and capacity to implement inclusion effectively. The paper concludes that strengthening inclusive education in Kenya requires deliberate investment in teacher development, practical policy implementation, and inclusive school leadership. These measures are essential to building and sustaining teacher self-efficacy so that inclusive education moves from aspiration to tangible classroom reality. This research provides valuable insights for policymakers, educators, and researchers committed to empowering teachers and enhancing inclusive education.