Yuni Astuti, Erianti, Damrah, Bekir Erhan Orhan, Dessi Novita Sari, Marsika Sepyanda, Nurettin Konar, Oyatra Utama Warda, Soyib Tajibaev, Shukhratulla Allamuratov, Karuppasamy Govindasamy
Background. Inclusive schools provide educational services for children with special needs to obtain proper education. Objectives. This study aims to find qualitative data on the self-efficacy of Physical Education, Sports, and Health teachers in Inclusive Elementary Schools to inform university policies for preparing Sports Education bachelor's degree graduates from the Faculty of Sport Science. Methods. This qualitative research uses a phenomenological approach, allowing researchers to observe phenomena broadly and deeply. Data collection involved Google Forms and in-depth interviews, followed by data reduction, classification, display, and conclusion drawing. Results. The analysis shows that teacher self-efficacy positively correlates with their ability to design and implement inclusive learning. Factors influencing self-efficacy include teaching experience, training attended, and support from colleagues and school management. Conclusion. These findings are expected to provide insights into developing more effective learning programs to improve the quality of physical education, sports, and health learning in inclusive elementary school environments. © 2025, Society of Aging and Physical Activity (SAPA). All rights reserved.
Universitas Negeri Padang, Indonesia; Istanbul Aydın University, Turkey; Haliç University, Turkey; Uzbek State University of Physical Education and Sport, Uzbekistan; SRM Institute of Science and Technology, India
