Investigating Teachers’ Self-Efficacy in Supporting Children with Neurodevelopmental Disorders in Early Year Education within Kiambu County, Kenya

Abstract

There has been a significant rise in the number of children suffering from neurodevelopmental disorders. Neurodevelopmental disorders are linked to developmental deficiencies that lead to impairments in personal, social, and academic performance. This study aimed to investigate self-reported teachers' efficacy on supporting children with neurodevelopmental disorders in early year education within Kiambu County, Kenya. A descriptive research design utilizing a cross-sectional approach was adopted. The study was conducted in selected private and public schools within Kiambu County with a total of 311 teachers participating in the study. The study used questionnaires that incorporated TSES and ESSENCE-Q standardized tools as well as structured interview to collect data. SPSS version 23 was used to analyses quantitative data while thematic analysis was used for qualitative data. The study revealed significant prevalence of NDDs symptoms in classrooms, clear symptoms related to ADHD and ASD the most prevalent at 13% and 10% respectively while clear symptoms related to IDD least prevalent at 3%. Majority of teachers were fairly confident in their ability to engage, instruct, and manage classrooms having learners with NDDs. The study identified significant challenges faced by teachers, including a lack of specialized training and resources. The study concludes that despite some prevalence of NDDs in mainstream schools, teachers lack adequate training and face significant challenges in supporting children with NDDs. Implementing specialized teacher training programs, developing inclusive policies and providing targeted resources is recommended.