Teachers' self-efficacy and key factors for the inclusion of students with disabilities in Physical Education classes in Chile

The inclusion of students with disabilities in regular schools has increased in recent decades, evidencing the importance of preparing all teachers. The objectives of this research were (I) To analyze the perceived self-efficacy level of teachers regarding the inclusion of students with disabilities in Physical Education (PE) classes and its relationship with sociodemographic and teaching experience variables; (II) To explore factors that may influence their self-efficacy level. We employed a sequential mixed-methods approach, comprising a quantitative descriptive and associative first phase and a qualitative phenomenological second phase. In the first phase, a self-efficacy questionnaire was administered to 138 PE professionals working in Chilean schools. In the second phase, a semi-structured interview was conducted with 16 PE professionals experienced in working with students with disabilities in PE classes. The results reveal higher self-efficacy levels in teachers working with students with intellectual disabilities compared to those with physical or sensory disabilities. Professional Experience in inclusive education is associated with elevated self-efficacy. Interprofessional collaboration emerges as a key facilitator for inclusion in PE classes, while a lack of involvement among teaching staff in the context of disability poses a significant obstacle. In conclusion, this study underscores the importance of prior inclusion experiences, the necessity for initial teacher training with an inclusive focus on students with disabilities, and the importance of ongoing professional development.