The role of administrative staffs’ self-efficacy in promoting inclusive higher education: A case of students with disabilities

Background: Administrative staff play a significant role in facilitating an inclusive and accessible academic environment for students with disabilities. However, the examination of the administrative staff's role in delivering accessible services for students with disabilities has received limited attention, particularly within the context of campus climate for diversity. Objective: This study aims to fill this gap by investigating factors related to self-efficacy in the provision of accessible services, following Bronfenbrenner's ecological systems theory. Methods: Administrative workers from eight higher education institutions (n = 200) completed a set of questionnaires measuring the association between micro-level factors (socio-demographic factors and frequency of encounters with students with disabilities), meso-level factors (familiarity with support services and participation in accessibility training) and macro-level factors (attitudes toward persons with disabilities) and their self-efficacy to provide accessible services. Results: Positive attitudes, frequent interactions with students with disabilities, and familiarity with support services were found to be significantly associated with a higher level of self-efficacy in providing accessible services. Furthermore, regression analysis showed that the most predictive factor on administrative staff's self-efficacy was a macro-level factor: positive disability attitudes. Conclusions: The study underscores that direct experience, familiarity with support resources, and positive attitudes play a crucial role in enhancing the sense of self-efficacy for accessible service provision. Accordingly, inclusive policies and staff training should prioritize these factors.