Predictors of Special Education Career Interest among Early Childhood Educators in Selangor’s Private Sector

Abstract

 The increasing implementation of inclusive education in Malaysia has intensified the demand for qualified special education (SPED) educators, particularly within the private early childhood education (ECE) sector. However, limited empirical evidence exists regarding the factors influencing early childhood educators' interest in pursuing SPED careers. Guided by Social Cognitive Career Theory (SCCT), this study examined the influence of self-efficacy, environmental barriers, and environmental support on educators' interest in special education careers. A quantitative cross-sectional survey design was employed involving early childhood educators from selected private childcare centres and preschools in Selangor, Malaysia. A total of 33 questionnaires were collected. Following data screening and cleaning, 16 valid responses were retained for statistical analysis. Data were analysed using descriptive statistics, Pearson correlation, and multiple regression analysis using IBM SPSS Statistics Version 27. The findings revealed that self-efficacy was the only significant predictor of educators' interest in pursuing SPED careers. Environmental barriers demonstrated a significant negative relationship with career interest in the correlation analysis but were not significant predictors in the regression model. Environmental support also did not significantly predict career interest after controlling for the other variables. This study contributes empirical evidence to the limited literature on career interest in special education within Malaysia's private early childhood education sector. The findings highlight the importance of strengthening educators' self-efficacy through professional development and targeted training initiatives to encourage greater participation in the special education workforce, thereby supporting Malaysia's commitment to Sustainable Development Goal 4 (SDG 4).