Professional Competency for Inclusive Early Childhood Education among Preschool Teachers in Ambo Town, Ethiopia

Abstract

Professional competency is fundamental to the successful implementation of inclusive early childhood education. However, little is known about how preschool teachers perceive their competency for supporting diverse learners in Ethiopian preschool settings. This study explored preschool teachers’ perceptions of professional competency for inclusive early childhood education in terms of attitudes, knowledge, skills, and professional agency. A qualitative descriptive research design was employed. Data were collected through semi-structured interviews and focus group discussions (FGDs) with preschool teachers. The data were analyzed using thematic analysis. The findings revealed that although participants generally expressed positive attitudes toward inclusion, their attitudes were often conditional and accompanied by low confidence in supporting children with disabilities. Teachers reported limited knowledge of disability, inclusive pedagogy, and assessment practices. Their teaching skills were primarily based on general instructional approaches, with limited capacity to adapt instruction for diverse learners. Professional agency was also constrained, as teachers frequently relied on external support and demonstrated limited autonomy in addressing inclusive education challenges. The study concludes that preschool teachers’ professional competency for inclusive education remains underdeveloped across multiple dimensions. Strengthening teacher preparation, professional development, and institutional support is essential for improving inclusive early childhood education.