期刊名称：International Journal of Academic Research in Business and Social Sciences
电子版ISSN：2222-6990
出版年度：2018
卷号：8
期号：12
页码：2379-2402
DOI：10.6007/IJARBSS/v8-i12/5448
语种：English
出版社：Human Resource Management Academic Research Society
摘要：The systematic review of self-efficacy has been conducted between the year 2014 to 2018. The review focuses on mainstream teachers and inclusive teachers’ self-efficacy of special needs. Articles that correspond to teacher’s self-efficacy were collected online and analyzed in detail. A total of 30 articles on self-efficacy have been chosen and analyzed on mainstream teachers and inclusive teachers’ self-efficacy of special needs. Overall, the studies were found to have a positive relationship which affect teachers' self-efficacy on pedagogy, experience, classroom and student management, students’ involvement, teaching strategies, and classroom instructions. The negative factors that were identified are job stress and job satisfaction which is a major factor in the decline on the level of self-efficacy of the mainstream teachers. Additionally, a side-factor that leads to low self-efficacy for inclusive teachers who taught students with special needs in inclusive classes is the lack of training or skills. Lack of qualitative research method in analyzing teachers’ self-efficacy is identified in the review for both categories of teachers. This study has great implications in understanding the importance of self-efficacy as well as the enrichment of teachers’ self-efficacy in the future.
