Shaping Minds and Learning: The Impact of Teacher Behaviour on Students’ Self-Concept and Learning Management in Inclusive Classrooms of Pakistan

Abstract

Inclusive education emphasizes providing equitable learning opportunities to all students, including those with special needs, by integrating them into mainstream classrooms. This study examines the effect of teacher behaviour on students’ self-concept and learning management in inclusive educational settings in Lahore, Pakistan. Using a quantitative research design, data were collected from 200 students, including 100 typically developing students and 100 students with special needs, through a structured questionnaire. The responses were analyzed using PLS-SEM in SmartPLS, assessing reliability, validity, and structural model relationships. The results demonstrate that teacher behaviour has a significant positive impact on students’ self-concept and learning management, indicating that supportive, fair, and inclusive teaching practices enhance students’ confidence, motivation, and ability to regulate their learning activities effectively. The study contributes empirical evidence to the field of inclusive education and provides practical insights for teacher training programs and policy development aimed at fostering inclusive and supportive learning environments in Pakistan