Mediating Role of Teacher Self-Efficacy Between Professional Development and Inclusive Education Outcomes in South East Nigeria

This study examines the mediating role of teacher self-efficacy in the relationship between professional development participation and inclusive education outcomes in South East Nigeria. Inclusive education outcomes, measured through student academic progress and social participation indicators, have been shown in international research to be significantly influenced by teacher competence and confidence. Professional development is a widely promoted mechanism for improving teacher capacity, yet its effects on student outcomes are not always direct or predictable, suggesting that psychological constructs such as self-efficacy may mediate this relationship. Adopting a cross-sectional survey design with structural equation modelling, the study samples three hundred and sixty teachers from inclusive secondary schools across Enugu, Imo, Anambra, Ebonyi, Abia, and Cross River States. Instruments include a validated Teacher Self-Efficacy Scale, a Professional Development Participation Index, and an Inclusive Education Outcomes Rating Scale. Path analysis within structural equation modelling is used to test direct and mediated pathways. The study fills a gap in Nigerian literature on the mechanisms through which professional development translates to student benefits. Findings are expected to confirm teacher self-efficacy as a significant mediator, with implications for how professional development programmes are designed and evaluated. Recommendations include embedding reflective practice and self-efficacy building components into all special education professional development programmes in South East Nigeria. Keywords: teacher self-efficacy, professional development, inclusive education outcomes, mediation analysis, South East Nigeria.