Formación docente para la educación inclusiva en Ecuador: Autoeficacia, necesidades formativas y desafíos institucionales

This study examined initial and continuing teacher training, perceived self-efficacy, and institutional challenges faced by basic education teachers when implementing inclusive education practices in an educational circuit in the Ecuadorian highlands. An explanatory sequential mixed-methods study was conducted with a descriptive-correlational scope and a non-experimental, cross-sectional design. The sample consisted of 38 teachers from public schools, selected through purposive sampling based on their experience with students with specific educational needs. A questionnaire adapted from the Teacher Efficacy for Inclusive Practices Scale was administered, and semi-structured interviews were conducted with 10 teachers. Quantitative data were analyzed using descriptive statistics and Pearson correlation, whereas qualitative data were examined through thematic analysis. Results showed insufficient training: 68.4% of teachers reported no specific initial training in inclusion, and 57.9% had not participated in continuing training during the previous three years. Self-efficacy scores were higher for inclusive instruction (M = 3.42; SD = 0.54) and lower for behavior management (M = 2.98; SD = 0.61). A positive association was found between hours of continuing training and total self-efficacy (r = .46; p = .004). Interviews confirmed four categories: insufficient initial preparation, work overload, lack of specialized support, and professional commitment despite barriers. The study concludes that systematic, contextualized continuing professional development, accompanied by institutional support, is a strategic condition for strengthening inclusive education in Ecuador.