LECTURER PREPAREDNESS AS A MODERATOR OF INCLUSIVE PEDAGOGY COMPETENCE AMONG STUDENT TEACHERS IN UGANDA

Abstract

This study examined lecturer preparedness as a moderating factor in the relationship between the integration of disability-related competencies and inclusive pedagogy competence among student teachers in Uganda. A convergent mixed-methods design was employed involving 650 B.Ed. student teachers and qualitative interviews with university lecturers. Quantitative data were analysed using descriptive statistics, Pearson correlation, regression, moderation analysis through PROCESS Macro (Model 1), and mediation analysis through PROCESS Macro (Model 4). Findings indicated high levels of lecturer preparedness (M = 3.89, SD = 0.92) and inclusive pedagogy competence among student teachers (M = 3.86, SD = 0.91). Integration of disability-related competencies was positively associated with inclusive pedagogy competence (r = .644, p < .001). Lecturer preparedness significantly predicted inclusive pedagogy competence (β = .716, p < .001) but did not significantly moderate the relationship between integration and competence (β = −.002, p = .594). Curriculum design and institutional resources partially mediated this relationship. Qualitative findings corroborated the quantitative results, highlighting effective instructional practices alongside challenges related to practical exposure, assistive technologies, and institutional support. Lecturer preparedness directly enhances inclusive pedagogy competence but alone cannot strengthen the effect of curriculum integration. Strengthening institutional resources and continuous professional development for teacher educators is recommended.