Self‐Determination and Learning Environment as Determinants of Life-Skill Education of Inclusive Learning Teachers: A Diagnostic Research Design

Abstract

Educator capacity for life skills teaching is constrained. The influence of self-determination and learning environment on life-skill education among special education teachers was examined using a diagnostic research design. After analyzing the surveyed data from 143 respondents using the simple random sampling technique, it was revealed that the determinant variables have individual and combined (80.1%) influence on the criterion, supporting the Social Cognitive Theory. Future studies may explore additional factors using mixed-methods approaches, while education authorities may enhance teacher self-determination and learning environments to strengthen life-skill education.