RELATIONSHIP BETWEEN STEM TEACHERS’ SELFEFFICACY AND EPISTEMIC BELIEFS ON PRACTICE OFACCOMMODATIONS FOR LEARNERS WITH HEARING IMPAIRMENTIN IBADAN

Abstract

The practice of inclusive STEM education for learners with hearing impairment in Ibadan, Nigeria, remains challenging due to persistent systemic constraints. This descriptive study examined the relationship between STEM teachers’ self efficacy, epistemic beliefs, and
accommodation practices. Guided by two research questions and two null hypotheses, the study moved beyond policy compliance to explore the psychological factors that shape effective inclusive practice. Data were collected from 376 STEM teachers using a multi stage sampling
technique. Instruments included a researcher developed Accommodation Practice Inventory (API), a modified Teachers’ Efficacy for Inclusive Practices (TEIP) scale, and an adapted Epistemic Beliefs Questionnaire (EBQ). Data were analyzed using Pearson correlation, regression analysis, and independent samples t tests. Results revealed a significant positive
relationship between accommodation practices and self efficacy (r = .56, p < .001), as well as between accommodation practices and epistemic beliefs (r = .72, p < .0 01). Together, self efficacy and epistemic beliefs accounted for 60.7% of the variance in accommodation practices (R² = .607, p < .001). No significant gender difference was found in teachers’ self efficacy
(t(374) = 1.944, p = .051). The findings indicate that teachers’ confidence and beliefs about knowledge jointly influence their capacity to accommodate learners with hearing impairment. Integrated professional development that strengthens both constructs is therefore recommended.