Understanding Teacher Self-Efficacy to Teach in Inclusive Classrooms

The Role of EFL Teachers' Self-Efficacy and Emotional Resilience in Appraisal of Learners' Success

“…These educators spend more time overseeing and cooperating with learners and offering a means of increasing learners' involvement. Efficacious educators are more inclined to not only cover the syllabus but to also use educational techniques that improve learners' education (Sharma and George, 2016 ). They take more chances; have greater expectations of themselves and their learners, resulting in greater scholastic benefits among students.…”

“…Educators with greater efficacy demonstrate greater excitement for and inclination toward instruction, are more dedicated, and will more likely remain in the profession (Akbari et al, 2008 ). As a result, educator self-efficacy has proven to be a multidimensional concept affected by many sub-competencies, reliant on the teaching circumstances (Sharma and George, 2016 ). As Tschannen-Moran and Hoy ( 2007 ) stated, teacher efficacy as a concept that impacts educators' perseverance and educational performance, learners' success, and teachers' opinions that they can assist the most unenthusiastic learners to learn.…”

The influence of the inclusion of visually impaired pupils on teachers’ conceptualisations of inclusion and SEND

“…There are indications that attitudes towards inclusion can vary between subject areas in secondary schools (Ellins & Porter, 2005) and that in primary settings training and experience are key influences on attitude (de Boer et al, 2011). Higher levels of self-efficacy have been linked to less negative assumptions and predictions regarding pupil ability (Sharma & George, 2016) such that it is the meaning that a teacher invests into the identified need, not the disability itself, that creates exclusion (Hansen, 2012). Although there is evidence that teacher uncertainty does not equate to a lack of teaching ability and skills (Florian & Linklater, 2010), surveys of newly qualified teachers indicate that a significant number do not feel sufficiently well prepared for working with pupils with SEND (DfE, 2018).…”

Dyslexia in the context of second language learning and teaching

“…Teacher self-efficacy beliefs are teachers' assessment of their perceived competence and ability to perform in the classroom so that their instructional behaviour can trigger desired student behaviour and learning (Tschannen-Moran andWoolfolk Hoy, 2001, 2007). Teacher self-efficacy is context and task specific (Savolainen et al, 2012;Sharma and George, 2016;Tschannen-Moran and Woolfolk Hoy, 2001) and subject to changes triggered by teaching experience (Woodcock and Reupert, 2016). FL teacher self-efficacy in implementing inclusive instructional practices involves an ability to manage classroom environment, differentiate instruction, teaching content, tasks, assignments, modes of presentation, assessment and feedback techniques so that special educational needs of individual learners are met.…”