Relación entre la autoeficacia docente para la inclusión y el impacto emocional frente a las prácticas inclusivas en docentes de una unidad educativa urbano de la provincia de Napo

Abstract

Abstract: The aim of this study was to determine the relationship between teachers self-efficacy for inclusion and the emotional impact of inclusive practices on teachers at an urban school in the province of Napo. The research was conducted using a quantitative approach, with a descriptive-correlational scope, a non-experimental design and a cross-sectional study. The sample consisted of 61 teachers, selected using non-probabilistic criterion sampling. For data collection, an ad hoc sociodemographic questionnaire, the TEIP scale and Reyes s Scale of Emotional Impact of Inclusive Practices were administered. The results revealed a moderate level of teachers self-efficacy, with a mean of 68.00 points, and a moderately favorable emotional impact, with a mean of 49.30 points. Furthermore, a moderate and statistically significant positive correlation was found between the two variables, r = .480; p = .005, leading to the conclusion that greater self-efficacy is associated with a more positive emotional experience regarding inclusion.